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NCETM CPD Conference Engaging with Mathematics: A journey for teachers, learners and families

NCETM CPD Conference Engaging with Mathematics: A journey for teachers, learners and families Nottingham, Tue. 1 st Dec. 2009. Improving the Success Rate in AS Mathematics: Sharing our Experience at Long Road SFC: LSIS STEM Action Research Project. Stephen Warr

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NCETM CPD Conference Engaging with Mathematics: A journey for teachers, learners and families

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  1. NCETM CPD Conference Engaging with Mathematics: A journey for teachers, learners and families Nottingham, Tue. 1st Dec. 2009 Improving the Success Rate in AS Mathematics: Sharing our Experience at Long Road SFC: LSIS STEM Action Research Project. Stephen Warr Course Team Leader for AS/A2 Maths Long Road Sixth Form College Cambridge

  2. Large SFC with over 2000 students. • Wide range of Level 2 and 3 courses across • college: • 40 AS/A2-Levels • 6 National/Level 3 Diploma Courses • 15 GCSE & Level 2 Diploma Courses • Our students need at least 5 GCSE’s at grade C for most • AS-levels. Maths and the sciences require a GCSE grade • B in these subjects.

  3. Ensuring AS Maths is an appropriate course • Students come from over 30 schools and colleges. • Many have not always had good advice about AS Maths. • Success rate in AS Maths rapidly fell to 39% in 2007-08. • About 50% of AS cohort have a GCSE grade B. • Open evenings and Year 10 taster days insufficient to • ensure that students had received appropriate guidance • before starting the course.

  4. Year 11 Induction Sessions • CCIS provided a spreadsheet with info on around 250 • students made a provisional offer to do Maths or Use of • Maths. • In May, letters sent to students with dedicated email • address to book places. Around 80 apply. • Second letter sent to parents and 161 students attended • one of 6 induction sessions in June/July.

  5. Photos from Year 11 induction

  6. Year 11 Induction Sessions • 96% said that the induction had given them a better • idea of what AS maths would be like. • 78% expect to find the AS course very difficult. • 20% felt that GCSE had not effectively prepared them • for the course. • 67 students with provisional offers did not start a Level 3 • Maths course. • In September, 60 students who were not invited to • induction, doing Level 3 Maths course.

  7. Ensure students make an informed choice to do a course they can successfully complete.

  8. 5 Week Induction Period • AS Mathematics Induction Booklet.

  9. 5 Week Induction Period • Diagnostic assessment during the first lesson.

  10. 5 Week Induction Period • Question level profile built up for each class. • Students identified as “at risk” if assessment shows • basic algebra skills not well developed. • All AS students have a 45 minute workshop on their • timetable at the START of the year.

  11. 5 Week Induction Period • Intervention strategy: • “At risk” student put on compulsory workshop for a term. • Parents and tutors informed. • Attendance monitored and followed-up. • Students expected to complete Maths work outside • of class. • Effective liaison between class teachers, course • team leaders, tutors, senior tutors and the faculty head.

  12. Some quotes from our students “I like Maths a lot and have enjoyed learning new areas, finding it a tough but rewarding challenge. “We’re always encouraged to work well, and there are loads of workshops and extra stuff”. “All the workshops are very helpful, I feel that I can talk to my teacher about any problems I might have”. “I think that compulsory workshops for people who need them work well”.

  13. Diagnostic assessment as • base line to monitor students • progress. • Intervention strategy. • Workshops effective in a • large department.

  14. Structuring the course • Weekly objectives for entire AS/A2 course laid out in 4 • separate Moodle pages. This is our VLE.

  15. Structuring the course • Students need to do Mathematics outside of class. • Homework booklets for all modules, teachers answer • packs and class sets of answer packs. Questions and • solutions on the VLE. • Provide overview of the course, VLE and paper. • Mathematics assessment criteria for staff to mark work • and students to peer mark. • Effective ways of recording students’ work. • Use of objectives sheets to record work done in lessons.

  16. Tracking and monitoring progress • Assessment after 5 weeks of Core 1 work (early Oct). • Formal Mock examination in the hall. One 90 minute • session in each of the 4 option blocks during the day • (late Nov). • Question level analysis for all classes, as before. • Maintain intervention strategy: log of weekly workshop • attendance, with follow-up as required. • Follow-up so HW is completed.

  17. Structure of entire course in • place at the start of the year. • Students like an overview of • the course. • Regular homework, encourage lots of peer marking

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