Raising levels of performance and achievement in GCSE Mathematics

Learning etc : education, training, consultancy

Levels of performance and achievement in GCSE Mathematics, Basic Numeracy Skills and Application of Number Key Skills

The aims of the course: To introduce basic numeracy skills and Key Skills: Application of Number To consider the new GCSE and the AS in Use of Mathematics To consider links between mathematical options and student ability range To review links between ICT and mathematics To enable planning for progression To identify teaching and learning strategies for mixed ability groups
Programme	-- Maximum Group Size : 30 --
9.30 Registration and coffee 10.00 Introduction and Aims 10.05 A presentation and discussion updating on the Mathematics, Key and Basic Skills Characteristics of the new GCSE AON Key Skills & Basic Skills AS Use of Mathematics The NQF and UCAS Progression and Integration Mathematics and IT 11.15 Coffee 11.30 Activity: AoN level 2 & 3 and New GCSE Mathematics Coursework Common Assignments Feedback to group 12.30 Lunch	1.30 Activity: Developing a learning plan for Basic Numeracy Skills and /or Application of Number Key Skills Elements of the learning plan Development of effective targets 2.30 Activity: Constructing a teaching and learning plan on a particular mathematical topic for a range of student ability There will be a short break during this activity for tea 15.30 Final questions, summary and close 15.45 Depart

Reasons to attend. The development of effective mathematical skills is crucial for the performance and achievement of many students in FE, regardless of what course they are on. Too often they are expected to develop these skills without clear learning plans or suitable options for mathematics are not available to them. This course is suitable for all tutors and lecturers in mathematics and Key Skills (Application of Number) and all staff who wish to improve the mathematics skills of their students

Cost and Reservation This course is offered on an in-house basis

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