Running from the Goat Prize

I'm having a Groucho Marx moment ... you know, "I refuse to join any club that would have me as a member" ...

It's beginning to feel as though in order to be involved in education you must join a club. There is a sudden proliferation of 'education clubs' either overt like the proposed 'College of Teachers' or the 'Society for Education and Training' or covert as in TeachMeets, and other organised hilarity, after work, some way from home and no goodie bag.

We'll all be wearing matching yellow blazers next and going to Yoga classes over Skype before morning lessons.

Now, I do sound like a grouch.

Look, I'm all for sharing, I'm a collaborative person, I like people, other teachers, students, Principals, heck, I once kissed an Ofsted Inspector; it's just all so sudden.

Teachers/lecturers/support staff, whatever our label, we've been a pretty much unloved bunch for quite some time. We were the job role equivalent of the sad girl/boy standing against the wall, waiting for someone to ask us to dance, drinking Fanta and then going home alone, sobbing to ourselves.

Staff rooms were traditionally used for moaning. Darkly embittered old lags, no longer able to spend their breaks having a crafty fag, now used the time to demolish the aspirations of newly minted, glowingly enthusiastic new recruits.

Dire tales of long hours, nasty students, wilful management and government policies of Euripidean proportions.  Oh the paperwork, the pay, the conditions, the lack of respect and collaboration they called, those sirens on the edges of education, luring unwaring teachers onto the jagged rocks of doom. 

Now, almost overnight, we've been transformed into the most sociable, club joining bunch of employees that have ever existed.

Someone get me on the list for the opening of Classroom 54 please.

What's happened, why has it happened so quickly; more importantly, will it disappear just as quickly?

Can we actually sustain this level of interaction, enthusiasm and supervision? Going to endless events, logging on to endless websites, listening to endless experts tell us how to be 'better', 'more efficient', 'more effective', and all the while, giving up more and more of our limited free time and our limited salaries to ensure that we were 'there' when somebody said something to someone and everybody clapped.

More importantly, when did we, as professionals suddenly need to be 'told what to do' by so many? Are we in danger of losing our individuality, our spark, our essence, if we constantly share and emulate?

I enjoy the collaboration, I enjoy meeting others, but do we really all have to be the same?
If we don't go, don't join in, do we get left behind, left out ... consigned to the bike shed of 'old teachers'. I hope not.

Clubs, Societies, etc are good things; they use their power to enhance, but there are concerns. They eventually grow too large to really respond to anyones needs but their own. That's my fear. Having gathered us all in, entranced us with the bright lights, they close their doors, leaving a generation floating hopelessly as the scaffolding they depend on is withdrawn.

I'd like to enjoy it whilst it lasts, but, you know, even Andy Warhol got old ...

20 Top Tips for maths lessons

Original article at https://www.tes.co.uk/article.aspx?storyCode=11004854

Many students arrive at college already disenchanted and struggling with the subject. Our top tips will give them 20 reasons to love it.

Teaching maths to a student who not only hates the subject but has also consistently failed at it is not an easy task. Yet it is one that lecturers like myself tackle every day in further education colleges. Our students often have low confidence and sometimes little desire to succeed.

Thankfully, there are many things you can do to make your job easier and ensure that students have a more enjoyable and successful experience this time around. Some of these tactics might prove useful for teachers of school-age pupils, too.

1 Seek support

Ask for and insist upon the support of the senior management team in ensuring that maths is a “whole-college” issue, supported across subjects and encouraged by all teachers rather than left to a single department.

2 Think like a student

If maths were a driving test, students would be eager to retake it because they would recognise its value. Be sure to make the subject appealing by spelling out the rewards.

3 Create a tactical timetable

Never timetable maths before 10am or after 3pm and never, ever last thing on a Friday.

 

4 Discuss issues as early as possible

Use the first lesson to discuss any mathematical issues with learners. Listen to them and use their feedback as an opportunity to develop relevant lessons.

 

5 Give learners ownership of progress

Divide up the syllabus for each maths qualification. Make sure the students know exactly what they have completed, what needs improving and what is still to be achieved. Share this with tutors and parents regularly.

 

6 Don’t test too early

Only test when the student is ready – which is when they can pass at least two past papers easily – and then move them on to the next level of study. Constant failure will prevent engagement, and so will boredom.

 

7 Take your time

Don’t start maths classes in the first two weeks of a new year. Let the class settle in as the maths staff review each student to ensure that they are grouped effectively.

 

8 Think small

Smaller classes carefully grouped by strengths are more effective than large groups of mixed ability.

 

9 Choose the right path

If a student’s maths grade at GCSE was below a D, don’t immediately enrol them on the GCSE at college. Instead, put them on a functional skills programme and only enter them for GCSE maths in the second year if their proposed career or course demands it.

 

10 Offer a choice of online or paper exams

Many students achieve higher marks on a paper exam than online. Computer-based tests can cause confusion with the number of open windows: calculators, question, rules, protractor – students often just click in frustration. Being able to see the task clearly makes a big difference.

 

11 Aim high

Enter students for the higher paper on offer for each level – many will achieve a better grade than if restricted to foundation. They will probably have been stuck in lower sets and made to feel stupid in the past. Take this opportunity to show some faith and inspire them.

 

12 Tap into their interests

Get a copy of the scheme of work for the student’s main qualification (or in schools, their favourite subject). Discuss how to develop subject-relevant maths skills with the teaching team. These could include calculating prices for sand, bricks or shampoo; discount percentages for bulk-buying; VAT; equipment costs; conversion of units from metric to imperial; medicine doses of millilitres per kilogram of body weight for humans and animals; or tyre pressures, engine capacity and performance. The possibilities are endless.

 

13 Target assessments

Enlist the help of subject tutors in devising assessment pieces to test students’ subject knowledge which incorporate maths that will be essential for their future employability.

 

14 Build relationships with feeder schools

Visit them, observe classes, understand the levels pupils are working at and prepare for the transition.

 

15 Group classes by main qualification

Construction and childcare are not compatible.

 

16 Set up drop-in sessions

Advertise additional classes by text and on Facebook, and make sure tutors encourage attendance. Put relevant material online to reinforce learning (simple short videos, for example), then track the downloads and reward all the students who made the effort to access them.

 

17 Run revision sessions during holidays

Write to, text or email parents so they are aware of these extra classes. Order pizzas and have a maths session that is relaxed but focused on student needs.

 

18 Create variety

Offer a range of activities around the classroom related to the topic being studied. Rotate the learners through the tasks so they can try everything.

 

19 Make theory real

For Pythagoras’ theorem and trigonometry, go outside and measure building heights. Work out the best place to put a ladder so that it doesn’t break a window or endanger the climber. Teach health and social care students about perimeter and area by relating the topics to access around a bed. For animal care students, refer to the amount of grazing area required for sheep, or for trainee decorators the amount of paint needed to cover a wall or room.

 

20 Don’t expect miracles

But always stay positive.

Jayne Stigger is an FE manager in south-east England

HoC, CAIAG, and hope for the future

sThe trim, middle-aged, twin-suited lady lowered her spectacles and sniffed; girls in Grammar Schools in the early ‘70’s do not ask such questions her look inferred. “To be an … ‘astronaut’, hmm” she repeated slowly and handed me a leaflet containing details of the local Pitmans Shorthand/typing course. “Off you go dear, that’s much more suitable”.

Like @toni-pearce, I had many phases; paelontologist, astronaut, pilot, scientist and internationally renowned jazz singer. It almost broke my heart to see that this bright, motivated, intelligent young girl was nor more able to access good CEIAG (Careers Education Initial Advice and Guidance) now, than I had been forty years ago.

On Wednesday, Nicky Hunt Secretary of State for Education was in front of the House of Commons’ Education Select Committee to answer concerns about Careers Education, Information, Advice and Guidance. Tweets of her responses, as she spoke, were depressing reading.

@careerslr 83% of schools no longer employ prof adviser. @ACunninghamMP – is she going to mandate for careers specialists? @NickyMorgan01 – no!
.@grahamstuart says he can see no difference between roles of company and NCS. “If I’m confused you can’t blame some outside” @CommonsEd
@NickyMorgan01 insists they will work together and that new co is not a direct delivery service of IAG. #careers @CommonsEd

And so on. £20 million pounds, with no guaranteed funding for future years and no direct delivery of IAG – pointless box-ticking.

Seated in the Churchill Room in the House of Commons, somewhere I find both inspiring and terrifying, with delicious canapé’s and neck-stretching architecture, @dp40days and I watched as Alex Cunningham from the Select Committee hosted an event on CEIAG with speakers including @Y_FovargueMP and @LiamByrneMP, @JoeVinson, @Tonipearce and many representatives from the NUS, Unison, the CBI and the Career Development Institute. This was clearly a subject close to many hearts, especially Katie Shaw @sewdarngood from the NUS who was kind enough to invite us on behalf of #UKFECHAT.

What struck me was just how interested the speakers were in our opinion, how quick they were to introduce themselves and how attentively they listened. Yes, it’s an election year but the sense of genuine concern was far more palpable than I’d heard in the morning session.

The audience were experienced and knowledgeable too; Janet Colledge @CareersDefender generously listened and shared her expertise as did others. Many made good points but it was obvious from listening that only beyond Hadrian’s Wall was there anything approaching a joined up system. English careers advice and IAG is at best chaotic, at worst damaging the futures of hundreds of thousands of students without care or thought for the consequences.

There was no shortage of suggestions on how to fix this. Ensure schools comply with a statutory duty of care, have a universal system of L6 minimum experts, power up Ofsted to act as an aggressive Welsh Collie, delving into education and rounding everyone into compliance? Others suggested local hubs, others a network for exchanging expertise, one suggested a Royal College of Careers Advisors.
The issues we face are huge:

• Students given selective advice in schools. Only particular, favoured options are presented.
• Many FE colleges are locked out of schools
• Many schools promote only the academic option, flattering to their prospectus
• Many students in FE, if they manage to get there at all, do not get sufficient range of options beyond ‘UNIVERSITY’. Staff do their best but students need proper guidance.
• Apprenticeships, vocational routes, even a job, are less valued than UNIVERSITY One speaker said “We’ve got to stop thinking of A levels as Heinz beans & apprenticeships as Aldi beans” says @Y_FovargueMP. #IAG
• Adult returners, after an illness, redundancy, years of looking after sick relatives, being ill themselves or looking after children have no help either.
• Too many students get advice from the receptionist, some teacher’s wife or are directed to the NCS, possibly the dullest website ever.
• Far too many institutions put their own reputation ahead of the needs of the students
• There is dire inflexibility in our education system due to a rolling onslaught of policy changes, changing economic and social demands and funding cuts.
• Employers have almost no role in educational careers advice.
• As a nation, we do not offer consistent care and support that will enable people to reach their potential and do so many times.
• There is no such thing as ‘a job for life’ anymore; our economy has changed and will continue to do so. People need to retrain many times in their lives, not simply fade away to avoid spoiling some nice statistic.

The #NUS is right to raise this; it is shameful that we cannot advise our young on how to succeed without our own ego blocking their paths and restricting their options.

Clearly, change is needed, urgently. I hope for a system that is universal for all, accessible by all from those with no idea to those with a clear determination, for all of their lifetimes, in all circumstances from ex-prisoners through LLDD students, fathers and mothers returning to the job markets to eager 15 year olds determined to be the world’s best plumber/scientist/chef. It should have employers, experts and enthusiasm. Funding should be generous, sustained and locked.

A day in the House of Commons representing #UKFECHAT demonstrated that many people, with great expertise and far more knowledge than me are now trying to fix this. Those of us in education, who care about our students fully support their efforts and offer our help.

#Nurture1415

#Nurture1415

2014 – it’s been a ride. What was good?

Standing on top of Beacon Hill; after breaking my hip and spending last Christmas in hospital having a replacement fitted, climbing to the top of Beacon Hill was a satisfying achievement.

Sitting with a student and watching them struggle with maths all term but passing Entry 1, 2 and 3 Functional Skills; easily. Go girl.

Redundancy: not everyone’s experience of choice but liberating and satisfying to be able to work for #FE without being mired in the politics.

#UKFECHAT – easily the best organisation for #FE that exists. So grateful to @MrsSarahSimons and the rest of the crew for their companionship, friendship, professionalism and passion.

The weather; long, hot, summery evenings spent in my garden, with family and friends. Fabulous.

Looking forward to:

Learning more; taking a course on Gamification via Coursera in February, to see if I can learn more to convince colleges to buy into this great tool and benefit students.

Climbing a bigger hill; my daughter climbed Kilimanjaro last year, I’m looking at Snowden but still hopeful.

Buying my husband a Porsche 928 for his birthday; his dream, my pleasure.

Working with more #FE peeps, and learning from them.

Attending the @TESFEAWARDS at the Grosvenor and seeing the Good and Great in person. Sometimes, I can’t believe they’re real; honoured to be there.

Love #FE; here's to it.

 

 

 

New rules for Maths and English Funding

New rules for funding GCSE Maths and English qualifications are quite involved, so I've put them all into a table for easy viewing. Please let me know of any additions or comments. Thanks.

https://www.gov.uk/16-to-19-funding-maths-and-english-condition-of-funding

The student	2014 to 2015 Academic Year	2015 to 2016 Academic Year	Comments on conditions
No GCSE grade A*-C studying 150 hours or more	Either GCSE or stepping stone	Either GCSE or stepping stone	Retakes must be on course for >6 weeks to keep lagged numbers BUT not for those already enrolled on existing programmes – only if change PoS
No GCSE grade A*-C studying less than 150 hours	Condition of funding does not apply	Condition of funding does not apply	but institutions should include some maths and English content in courses taken by such students to facilitate their learning
Full time student (540 hours or more 16 to 17, or 450 hours or more 18+) with GCSE grade D	Either GCSE or stepping stone	GCSE ONLY	Need preparing for GCSE if on >1 year course
Student age 16 to 17 with GCSE grade D studying between 150 hours and 539 hours	Either GCSE or stepping stone	Either GCSE or stepping stone	Need maths & English courses & content in main qualification
GCSE grade E or below studying between150 hours and 539 hours	Either GCSE or stepping stone	Either GCSE or stepping stone	FS and maths & English content in main Qualification
Overseas qualification GCSE grade A*-C equivalent	Exemption applies	Exemption applies	With proof only
Full time with Overseas qualification equivalent to GCSE D equivalent from 2015 to 2016	GCSE or stepping stone	GCSE ONLY	FS or other qualification & maths & English content in main qualification
Part time with Overseas qualification equivalent to GCSE D	Either GCSE or stepping stone	Either GCSE or stepping stone	as above
Full time student with overseas qualification equivalent to grade E or below	Either GCSE or stepping stone	Either GCSE or stepping stone	as above
Student with statement of SEN /LDA/EHCP AND institution assessment that confirms they are not able to study either GCSE or stepping stone qualifications	Exemption applies	Exemption applies	Maths and English as appropriate for learner in the main qualification
Student with statement of SEN/LDA/EHCP with NO assessment	Either GCSE or stepping stone	Either GCSE or stepping stone	Get them assessed & teach as appropriate
Apprentices			Not subject to the maths and English condition of funding. However, advanced apprentices must have already achieved either GCSE grade C or above, or level 2 functional skills qualification or study these as part of their apprenticeship
			Intermediate apprentices have to pass a level 1 English and/or maths qualification(s) or if they already have it, study towards level 2, though they do not have to achieve this to complete the apprenticeship.
Traineeships			Need maths & English content but not qualifications.
Internships			Individually assessed

 

 

 

Led by the nose

 

The FE Commissioner, Dr David Collins has recently reported on FE, not just those (the tiny 6%) who were Inadequate through finances or Ofsted, but on a number of other issues.

He warns that “Further education colleges will have to join forces with neighbouring education and training providers to protect expensive courses such as science and engineering” and Martin Doel, chief executive of the Association of Colleges, said  … "Looking forward, the Commissioner is right to warn of the impact spending cuts are having in narrowing colleges’ curriculum and to raise a concern that more expensive courses, such as engineering, may not be sustainable in the future”

Dr Collins also said: “I can see why they are encouraging overseas students to come to their colleges, but I can’t honestly see why colleges should be setting up campuses in other countries. It shouldn’t divert you from your core business. If you are putting a significant amount of money into a venture you have got to be absolutely certain you are going to get top return and it’s not going to divert you from what’s going on back at the ranch. It’s difficult enough without having something that takes your eyes off the ball.”

Today, we hear that “the number of over-19s in further education fell 10.7% between 2012-13 and 2013-14” whilst “NIACE says the figures, published by the Department for Business Innovation and Skills, suggest an overall fall of 27.9% in the number of people aged 25 and over on these courses. Level four courses, which are pitched at degree level, were particularly badly hit with 34.2% fewer over-25s taking them in 2013-14 than the previous year, says the charity.”

FE can no longer afford to educate these adults, the adults won’t take out loans. How is our future workforce supposed to be developed? How long will it be before UTC’s expand their business to take on the lost 19+, or a ‘new’ provision is developed for them?

 

Yet this year an FE college spent £93,742 to 'rebrand' itself. Did it improve teaching, learning and student outcomes? http://www.oxfordmail.co.uk/news/11592552.Rebranding_of_colleges_by_marketing_firm_cost___93_700/

 
In the Guardian, the champion of UTC’s said Baker says. "After about 10 years, there will probably be 200 to 300." At the minimum, the initial costs will be £3m each. http://www.theguardian.com/education/2011/mar/01/university-technical-colleges-kenneth-baker

 And in FE Week, Lord Adonis for the Labour Party and supported by Policy Network, will argue that the next government should “establish at least 100 University Technical Colleges by 2020 focused on growth areas of the economy. http://feweek.co.uk/2014/06/30/labour-to-call-for-100-more-university-technical-colleges-by-2020/

 The latest UTC’s to be announced http://www.expressandstar.com/news/2014/07/18/new-black-country-college-to-cost-10m/ and http://www.dorkingandleatherheadadvertiser.co.uk/Councillors-Surrey-s-University-Technical-College/story-21647783-detail/story.html are both estimated to cost a minimum of £10 million each.

 There are some simple (some may say too simple) conclusions to be drawn from this:

• Money that Governments should be investing in FE is being diverted into UTC’s
• FE is struggling financially and will be forced through financial penalties to stop delivering ‘expensive courses’ such as Engineering and become ‘smaller’
• FE may have compromised its own future by investing abroad and dropping core provision when they should be concentrating on their core market; the UK, our learners and our futures

The 200 or 300 UTC’s at a now conservative estimate of £10 million (up from £3 million each in 2012) is not just going to blow a bigger hole in FE’s budget, it is our budget. In abandoning the aim to deliver good technical education to meet the country’s and student needs, we have inadvertently shot ourselves in the foot.

The FE that chases overseas markets, shuts down STEM provision and wishes to play with the major business conglomerates may have left it too late to be diverted off the ‘Yellow Brick road of profit’ and whilst some were off ‘on tour’ developing their reputation and not their core educational provision, the competition has crept up behind them and is ready to overtake. They have also opened to gate for all of FE to be tarred with the same brush and replaced by other provision.

 FE should not now be forced into developing UTC’s in partnership with Universities to deliver courses which were once their bread and butter provision. FE should not be in a position of trying to reclaim that which we once owned.

As someone who passionately believes in FE as a force for good and sees so much good practice in the vast majority of FE, I am as saddened as I am angry. FE is too precious to suffer such an ignominious fate.

 

 

 

 

 

 

Have your say on our future

Ofsted are currently seeking our views on Inspections, details here

They are designing a new framework for the inspection of maintained schools, academies, further education and skills providers, non-association independent schools and registered early years settings.

To do this, they are seeking the widest possible range of views from those who have an interest in these different types of providers to ensure that the new inspection framework takes proper account of the needs and circumstances of all interested parties.

The closing date for the consultation is 5 December 2014..

If you work in FE you know there are many issues surrounding Inspections, Lesson Observations and Grading.

I know that as a scientist, I never again want to be observed and judged on my teaching by a Tap Dance teacher, who states "I know nothing about science, I hated it at school"

Fills you with confidence, doesn't it?

This is your chance, to have your say; don't waste it.

Good communications and consultation are central to the inspection process. All F.E. employees need to communicate and consult with Ofsted to exchange information across the sector.

F.E. is so diverse, no one organisation can understand or know what F.E. truly is, just by observation.

This is our opportunity to express our views and concerns, to those who can change the way Inspection are run and Lessons are observed.

But only if we tell them!

Opinions expressed now will shape our future, our careers, learning and teaching, student success and the development of F.E. as a constant presence in educational excellence.

If you #loveFE, don't waste this opportunity to shape the future. Or you won't have any right to complain when the new framework doesn't work for you.