The Dissemination of the Chief Inspector's Annual Report Conference also includes the opportunity to attend workshops.
Details on the workshops can be viewed by clicking on the tabs below. Workshops can be booked as part of the registration journey when booking your place. Please view the draft agenda tab which details workshop timings.
Click below for more information
Improving Teaching
How to achieve outstanding practice in WBL provision
Facilitators: Janet Rogers HMI & Pippa Francis HMI
Learners need the very best teaching to ensure that they remain on track and are able to take the right next steps to secure a future of sustained employment. Apprenticeships, for example, flounder without good teaching and learning. Similarly, employers need to be confident that their future employees receive good quality training so that they have a solid foundation of skills that they can build on as they progress through their careers. In this workshop we will explore the main factors in achieving and sustaining outstanding teaching.
Objectives:
- To disseminate the key messages from Her Majesty’s Chief Inspector’s Annual Report regarding teaching in work-based learning and employer provision
- To understand the significant factors in the provision of outstanding teaching and learning.
- To explore the barriers that affect the quality of teaching and learning delivered by work-based learning providers and employers and discuss how these could be overcome
- To share best practice amongst providers and employers, and highlight the available good practice case studies on the Ofsted website to aid improvement
|
Improving Mathematics
Adding up the benefits
Facilitator: Chris Jones HMI
Approximately 279,000 young people (44%) leave school each year without a grade C or above in GCSE mathematics and too many still fail to catch up through further education. The proportion of young people who failed to achieve GCSE A*-C or equivalent in English and mathematics at age 16 who had achieved both by age 19 - fell between 2012 and 2013. At the same time, government policy requires apprentices who have not yet achieved GCSE A*-C in English and mathematics to have the opportunity to do so. Policy also stipulates that 16-19 study programmes will include English and mathematics for learners without a grade C, and that there should be evidence of significant progress. What can the FE sector and employers do to ensure that young people benefit from carefully targeted initial assessment and make rapid progress towards GCSE qualifications in English and mathematics?
Objectives:
- To disseminate the key messages from Her Majesty’s Chief Inspector’s Annual Report regarding learners’ mathematical skills
- To review the barriers to success in mathematics and identify how good providers surmount these barriers
- To explore how mathematical skills can be developed through discrete and applied teaching, learning and assessment
|
Improving English
Facilitator: Steven Tucker HMI
Employers are not satisfied with the basic use of English by school and college leavers. Successive reports by Ofsted, including the Annual Reports of Her Majesty’s Chief Inspector, have shown that standards in English must improve. To progress to employment, learners need consistently good or outstanding teaching, combined with high quality assessment. What key actions would lead to higher standards in English?
Objectives:
- To disseminate the key messages from Her Majesty’s Chief Inspector’s Annual Report regarding learners’ English skills
- To review the barriers to success in English and identify how successful providers overcome these barriers
- To enable providers to assess their capacity to teach English
- To consider strategies for improving learners’ English skills
|
Apprenticeships (Meeting Employer Needs – Learner Readiness)
How to prepare learners for employment/apprenticeships to improve retention and achievement
Facilitators: Phil Romain HMI & Paul Cocker HMI
The number of apprentices aged 16-18 has changed little over the last 10 years. While some employers continue to target their recruitment of apprentices at this age group, many report that this age group are not adequately prepared for employment. The provision of careers information is now the responsibility of schools, but what can the FE sector and employers do to increase the take-up of apprenticeships among 16-18 year olds and support their transition to the world of work?
Objectives:
- To disseminate the key messages from Her Majesty’s Chief Inspector’s Annual Report regarding apprenticeships.
- To understand the difference in apprentice numbers, growth and success by age group.
- To explore how employability skills among young apprentices can be developed in the early stages of their apprenticeship.
- To explore how the FE sector, and employers, can increase the take-up of young apprentices.
|
