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inTUITIONThe journal for professional teachers and trainers in the further education and training sector Issue 27 Spring 2017 set.et-foundation.co.uk

Meeting the challenge of re-engaging disengaged learners FEATURE P12

FE and training’s unlikely champion Professor Alison Wolf talks to inTuition about her vision for tertiary education INTERVIEW P10-11

MasterChef Professionals winner Gary McLean on his passion for teaching SUBJECT FOCUS P24

Practical steps for teachers faced with disaffected learners GEOFF PETTY P30

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Teaching in Further Education9781441130433 | paperback £24.99 | 488 pages | 2013

L. B. Curzon’s popular and completeguide to teaching in FE, updated toinclude the latest debates and research.Covers topics such as: theories oflearning; the teaching-learning process;instructional techniques; assessment andevaluation; and intelligence and ability.

Teaching and Learning on Foundation Degrees9781441196149 | paperback £25.99 | 176 pages | 2012

Drawing together theory and practice, this is a complete guide to teaching a foundation degree. Provides clear, practical models on delivering degrees through the use of exemplar materials, case studies, reflection points and the learner voice.

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Reflective Teaching in Further, Adult and Vocational Education9781780937922 | paperback £24.99 | 480 pages | 2015

Readings for Reflective Teaching in Further, Adult and Vocational Education9781472586490 | paperback £24.99 | 288 pages | 2015

“If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities … This collection is a real tour de force.” Times Higher Education

“An instant FAVE for those teaching in further, adult and vocational education … It can be used as a powerful reference book and is full of current thinking, research, policy and practice that I shared with colleagues. It’s also packed full of useful links … [A] real insight into the world of further education.” InTuition

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Reflective Teaching in Higher Education9781441197559 paperback | £24.99 432 pages | 2015

Short introductions to a range of research methods that are at the forefront of developments in social sciences. Each book sets out the key elements and examples of the application of each method in a consistent series structure.

For the full range of titles available, see www.bloomsbury.com

The ‘What Is?’ Research Methods Series Edited by Graham Crow

What is Diary Method?9781472572530 paperback £16.99 136 pages 2015

What is Narrative Research?9781849669733 paperback £16.99 168 pages 2014

What is Qualitative Research?9781849666060 paperback £16.99 144 pages 2012

What are Qualitative Research Ethics?9781849666527 paperback £16.99 128 pages 2012

inSIDE

inTUITIONNews 4QTLS research mapFE award winnersinTuition in glorious digital

Views 6Leader column Member focus Policy view

Focus 8Teaching world Me & my tutor Downloaded

Interview 10Professor Alison WolfIn Depth 12Re-engaging disengaged learnersResearch 15

Catherine Ashdown Ian Hesketh and Emma Williams Mary Kitchener David Hopkins Susan Wallace Ian Goodwin Andrew Morris Lynne Taylerson and Julie Chamberlain

Maths Corner 23Citizen Maths in practice Maths essentials Finite ideas

Subject Focus 24Gary McLean, lecturer and winner of MasterChef: The Professionals All about English

Innovative Practice 26Enterprise education Career spotlight

Learning Tech 29Effective use of learning technology IT ideas Star tech

Geoff Petty 30 Strategies for affecting the disaffectedBooks 32 A Teacher’s Guide to 14-19 Policy and Practice A Practical Guide to Classroom Research Writer’s blogMembers Forum 34 Pedagogue

Don’t forget, you can access a range of additional benefits including digital links, documents and video content via your digital inTuition at: goo.gl/A0QBQz

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4 ISSUE 27 • SPRING 2017 INTUITION

inNEWS

INTUITION ISSUE 27 • SPRING 2017 5

MENTORING SKILLSA video-based mentoring e-learning programme is available free to members of the Society for Education and Training.

The programme, which is underpinned by the National Occupational Standards for Coaching and Mentoring, and the 2014 Professional Standards, covers mentoring skills such as active listening, giving feedback and effective questioning.

The course, lasting 12 hours in total, looks at the role of the mentor, how to get started as a mentor, developing skills and mentoring for QTLS supporters. Certificates of completion are awarded.

For more information about the course visit goo.gl/rhRHHJ

SEND PROFESSIONAL DEVELOPMENTThe Education and Training Foundation’s SEND Development Lead Programme is designed to equip participants as professional development leads who will cascade the new L5 SEND programme to colleagues over three structured CPD sessions. All participants will be provided with the full resources for the new L5 programme.

For details and to book, visit ETF booking at goo.gl/UuCsNW

ANNUAL REVIEWThe Education and Training Foundation’s second Annual Review is available for members and partners.

The 2015/16 review outlines the Foundation’s support on priorities such as teaching maths and English, Functional Skills reform, apprenticeship delivery, the Society for Education and Training, and QTLS status. It also looks at new work on SEND and relations with employers.

A PDF copy of the review is available at goo.gl/ZpXFeI For a hard copy please email [email protected]

New research map An interactive research map that makes it easier for members to access research that counts towards their professional development has been launched by the Society for Education and Training (SET).

The Professional Standards Research Map gives members easy access to research, resources and further reading relating directly to the 2014 Professional Standards for Teachers and Trainers.

The map, which resembles a London Underground map, has 20 ‘stations’ on it, each corresponding to one of the 20 professional standards.

By clicking on a ‘station’, members are taken to a page where they can access a range of articles, research and case studies relating to the standard in question.

There is a handy ‘How to use the map’ link, which draws upon

the 2014 report, What makes great teaching?, by the University of Durham and the Sutton Trust.

Patricia Odell, head of QTLS, at the Education and Training Foundation, said: “We know that teachers are very busy people and that they may not always know where to look for professional reading.

“This map, developed with Curee (the Centre for the Use of Research and Evidence in Education), means that people

haven’t got to hunt around for resources. We will continue to add resources.”

The new map is aimed at all members, but it will be of particular use to those working towards Qualified Teacher Learning and Skills (QTLS) status.

The revised QTLS process is now far more developmental, requiring members to undertake professional reading and to demonstrate how that research has impacted on their practice.

As a result, the standard of the workbooks produced by those registered for QTLS has continued to rise.

The TES FE award winners are…

Get indispensable benefits from your digital version of inTuition

A learning project, run by West Suffolk College, that combines the study of maths, art, religion and science, won the Education and Training Foundation-sponsored Best Teaching and Learning Initiative category in the 2017 TES FE Awards.

The MARS (an acronym of the first letters of the subjects) project seeks to encourage students to explore and embrace the sometimes diverse worlds of religion and STEM subjects (science, technology, engineering and maths) through the medium of art. The award judges said: “Just the idea of putting those subjects together was brilliant.”

The Foundation also sponsored the Overall FE Provider of the Year, which was won by South Tyneside College. The college was praised for its employment-focused provision and support for local schools.

The third category sponsored by ETF was FE Leader of the Year, which was won by David Jones of Coleg Cambria. He was instrumental in merging four institutions in North Wales to create Coleg Cambria, and for building productive partnerships with other institutions.

Other winners included: Judith Larsen, a tutor at Bedford College, Teacher of the Year; and South Devon College, which won the Employer Engagement award.

The winners were announced at a ceremony on 24 February, and a full list of winners and those highly commended is available at goo.gl/UPkBPh

As part of the relaunch of inTuition just before Christmas last year, we also significantly enhanced the digital version of your professional journal.

By investing in a more sophisticated digital platform, we are developing inTuition into an indispensable, interactive and multifunctional tool for members.

Reader tools enable you to bookmark pages, view pages singly or in pairs, and you can skip to a particular page via the thumbnails feature. There is also a drop-down menu of sections at the top.

There is a notes feature, allowing you to add your thoughts to pages and particular articles – useful for capturing those sometimes fleeting ideas. You can also use the highlighter tool to mark articles of interest.

Active, one-click links take you to myriad external resources, turning inTuition into a portal to a world of professional resources and development.

A particular highlight is our ability to embed video content on page. By clicking the play buttons visible in your digital issue, a new window opens in which video content will play, offering enriched content.

InTuition remains free, to all members, so be sure to check out the digital version to get even more from your issue.

Log in to access your digital inTuition at goo.gl/xQ58RH

Members can access the research map and resources at goo.gl/7RTJQi

Active, one-click links take you to myriad external resources, turning inTuition into a portal to a world of professional resources and development.

Congratulations to Adnan Mahmood (pictured), entrepreneurial lead and advanced practitioner at Barking & Dagenham College, who reached the finals of this year’s Global Teacher Prize.

Adnan, reached the final 50 out of thousands of entries to the $1 million prize, but narrowly missed out on reaching the final 10. He said that his nomination had given him incredible networking opportunities with other nominees around the world.

The winner of the Varkey Foundation’s 2017 Global Teacher Prize is due to be announced on 19 March.Global Teacher Prize goo.gl/IFyhvT Enterprise education page 26

Derek Johnson, director of the School of Art and Design at West Suffolk College, with the award

TES

SET is now commending those, who in the eyes of SET reviewers and lead moderators, produced QTLS workbooks of an exceptional standard in terms of demonstrating high levels of critical reflection that had clearly led to improvements in their practice, with their evidence explicitly referenced to the professional standards.

The latest commendations are awarded to the following candidates, who submitted in October 2016: Michelle Cook, Percy Hedley School; Graham Hall, St Peter’s Academy; Kelly Johnson Jones, Stockton Sixth Form College; Dee Mackenzie-Eley, Kendal College; Zaineb Nurji, Brampton Manor Academy; Jill Overbury, and Jyoti Prabhakar, CATS College.

Further commended participants will feature in future editions of inTuition, inTuition Extra and appear on the SET website.

INTUITION ISSUE 27 • SPRING 2017 76 ISSUE 27 • SPRING 2017 INTUITION

inVIEW

I’m very pleased to welcome you to the second new-look inTuition since we relaunched our membership magazine in December 2016.

We have been thrilled with the positive response we’ve had since then, with many people citing inTuition as a principal reason for joining the Society for Education and Training (SET). The Spring issue brings you even more excellent content, in particular our annual inTuition Research Supplement.

We are about to enter a very busy period for the SET team as our annual renewals opened on 6 March. We think SET membership represents better value than ever. In addition to your excellent membership journal (the most widely read in the post-16 sector), from the start of April members will have access to thousands of research journals, eBooks, and dedicated leadership and management materials through a partnership with the world-leading EBSCO platform.

We are also expanding our networks of support for members. We are launching a SET mentoring service, including both exclusive online eLearning built for SET members, and a network for our members to offer and seek mentoring support to and from each other as part of their professional development.

Our local networks are also launching in a range of new areas across England, led by members for their local colleagues. All this in addition to our regular webinars, online forums, articles and blogs. And across all our benefits, we are offering more guidance and information to help you progress your career.

Returning to this issue of inTuition, the 16-page Research Supplement opens a window on the world of research relevant to members. It offers a range of practical, informative and, hopefully, inspiring articles curated for us by SET Fellow Gail Lydon and her team.

Particular highlights include a piece from government ‘behaviour tsar’ Tom Bennett, author of The Behaviour Guru, on practical approaches to managing challenging learners. We also have an article from American academics Megan Smith and Yana Weinstein on research-informed strategies to help you improve learning.

You will find more research inside your spring issue of inTuition. This issue also features an exclusive interview with Professor Alison Wolf, the academic whose recent work is helping to reshape the purpose and structure of further education and training.

We very much welcome your feedback on inTuition. Please feel free to contact us at [email protected]

SET membership is better value than ever Tim Weiss Director of the Society for Education and Training

inTuition is also available in digital and PDF formatsFor more information, visit: goo.gl/A0QBQz

Membership renewals opened on 6 March

WEBINAR INSIGHTSAs part of its ongoing series of webinars for members, SET is pleased to announce a two-part special on using behavioural insights to improve attendance and achievement in maths and English.

n t e first e inar on a Susannah Hume and Bibi Groot from The Behavioural Insights Team (BIT), which is a government-owned social-purpose enterprise, will discuss the outcomes of the team’s FE learner engagement trials.

n t e second e inar on a Susannah and Bibi will discuss

o t eir findings can e put into practice.

The webinars run from 12.30 to p on ot da s. registering ou auto aticall get a catc up

recording of t e events so ou don t iss an t ing.

To register for part 1 visit goo.gl/KPjKJc and for part 2 register at goo.gl/tE7BNz

APPRENTICESHIPS TOOLKITAll providers face challenges in getting read to deliver t e ne apprenticeships standards.

Following extensive consultation and conversations with providers, the ETF has designed, and is delivering, a Future Apprenticeships programme t at addresses an of t e less obvious challenges of delivering the new standards.

All of this learning has been put into the Future Apprenticeships tool it t at is freel availa le on t e cellence ate a . T e toolkit complements other online resources, webinars and workshops available on the Future Apprenticeships site.

The toolkit is available at goo.gl/JQM50L

Further information and support is available on the Future Apprenticeships site at goo.gl/QZGTcO

DIGITAL SKILLS SUPPORTesearc carried out t e

Career College Trust suggests that teachers and trainers over the age of lac confidence and capa ilit in using tec nolog .

In response, the Education and Training Foundation is working with the trust to develop four short online courses aimed at developing teachers’ skills in using social media.

Please book places via the ETF’s online booking service at goo.gl/MloiZe

View the ETF’s Digital Skills Prospectus here goo.gl/IvkvFm

FESTIVAL AWARDSNominations are open for the 2017 Festival of Learning Awards.

There are four categories in the awards, which are designed to celebrate and showcase adult learning. T e are individual learners e plo ers tutors and projects/provision.

it in eac categor t ere are different a ards including oung adult learner, learning for work, social impact, outstanding individual, and patron’s and president’s awards.

T e estival of Learning previousl known as Adult Learners’ Week, is run

t e Learning and or nstitute. The deadline for award nominations is

p on arc .For further details on the awards

and to nominate, please visit goo.gl/UuGZ1v

Which way now?By Catherine Sezen

The Government is keen to talk about the importance of improvement to skills training and productivity.

What they, perhaps, don’t realise is that if young people are to go into the jobs required to boost the economy, they must know that these jobs exist. In fact, they must know of all the options that are available to them.

The current government has not indicated that it intends to pursue the previous government’s announcement last January (2016), which would place a legal duty on schools to ensure that they allow other providers into their premises to talk to pupils and offer careers advice. So, what happens now?

We know that some thought has been put into this as part of wider plans for the future of technical and professional education through the report of the Independent Panel on Technical Education, chaired by Lord Sainsbury, and the Post-16 Skills Plan.

These two documents aim to revolutionise technical education, address skills gaps and increase productivity – arguably, as we head towards Brexit, this becomes more important than ever.

People, especially young people, need to be excited about the opportunities offered by technical and professional training; from carpentry, catering and care, to hairdressing, horticulture and human resources.

This will require an even greater revolution: a change in the way we view technical and professional education. To support this there must be, as the Sainsbury report recommended, a focus on careers education, advice and guidance from an early age. This will require legislation.

Perhaps even more importantly, we need to win hearts and minds. All young people, parents or carers and, perhaps most importantly, school staff need to be aware of and embrace technical education routes.

Apprenticeships must be viewed as being as aspirational as higher education. Employers and alumni in skilled occupations must visit schools and/or offer work-shadowing opportunities and placements to engage with, and inspire, the next generation.

Surely, if we’re in need of highly-skilled technicians, young people with those aspirations should be encouraged to find a practical course that suits them, rather than necessarily being advised to take A Levels and a university degree.

Young people are highly brand conscious and media savvy. Technical and professional education needs slick and attractive branding and we need to rethink the use of social media. So, let’s get technical education trending.

Catherine Sezen is senior policy manager for 14-19 and curriculum at the Association of Colleges

iSto

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inFOCUS


CHARLOTTE BLOWERS I attended the local high school where I did quite well, and I had been interested in hairdressing since I was a small child. So, at my first opportunity, I applied for an apprenticeship place at Exceed, which was my local provider.

All the staff are really experienced and help you every step of the way, in any way they can. The training you receive is of a high standard – there is good communication, mutual respect, fantastic support and mentoring, and excellent feedback.

Helen has given me the opportunity to develop right from the word go. I have been given the opportunity to work on models and clients, with one-to-one support from Helen.

This really helped my confidence in my vocational and personal skills. I was quite shy when I first left school, but I feel my interpersonal skills have really improved.

It was an honour to receive such a prestigious national award, and I am still very overwhelmed. It was amazing. I still can’t believe it.

I’m now looking to start an assessor qualification. I’m already working as a technician alongside the lead tutor one day a week to support apprentices, so this seems like a natural next step for me.

Charlotte Blowers, winner of the National Apprenticeship Awards, Intermediate Apprentice of the Year Award 2016, who plans to become an assessor, and Helen Roe, a former hairdressing apprentice who became a salon owner, teacher and who now runs her own hairdressing academy, Exceed Training Academy

UK:READING

IAN SANDERSON IS A BRICKWORK TEACHER AT READING COLLEGE

AUSTRALIA:WOLLONGONG

TROY EVERETT IS HEAD TEACHER IN CIVIL ENGINEERING AND SURVEYING IN THE TAFE NSW IN WOLLONGONG

In this edition we feature two teachers of brickwork and construction. Ian Sanderson, from Reading College, and Troy Everett, from a technical institute in New South Wales, Australia. Both men started in construction, but chose a career in teaching. Here’s how their professional lives compare.

TAFE NSWis Australia’s largest vocational education and training provider with more than 500,000 enrolments annually. It comprises 10 institutes and 130 campuses, including Wollongong, across NSW.

READING COLLEGEis part of the Activate Learning Group, a major provider of education and training comprising schools, further education providers, university technical colleges, and a commercial arm.

GETTING INDUCTION RIGHT The importance of providing a good induction for apprentices is discussed in a webinar now available on demand for SET members.

The webinar was held on 20 February but you can listen to a recording by registering at goo.gl/JgvshA

Thanks to the webinar chair Mike Cox, operations director at the Association of Employment and Learning Providers, and Sean Errington, managing director of People Projects UK, who facilitated the webinar.

SET: THE MOVIE It doesn’t share the budgets of recent Oscar-winning movies, but t e introductor fil to e ers ip of t e Societ for ducation and Training does provide a neat a to s are t e enefits of S T

with colleagues. We’ve embedded the video on this page so, if you’re reading your digital version of inTuition, you just have to press pla a ove to start t e fil . eel free to s o it to interested colleagues.

ou can also access t e fil ere goo.gl/5TafsnIt does feature the old inTuition, but the good news is the

new-look journal is even better!

FIND US ON FACEBOOKThe Society for Education and Training has started its own Facebook page.

t s a great place to find infor ation and updates on support and resources, and to access bonus articles on fellow members.

@SocEducationTraining or goo.gl/ztYBnq

Ian has been lecturing for some eight years and before that worked in civil engineering and construction. As well as his trade qualifications, he has a Diploma in Teaching in the

Lifelong Learning Sector (DTLLS). He teaches around 60 students in brickwork and building. His teaching contact

hours are not untypical at 25 hours a week, although it is approaching double Troy’s face-to-face teaching load, in part reflecting his

Australian counterpart’s additional duties as a head of department. The remaining time in Ian’s 37.5 hour week is spent on preparation,

assessment and admin duties. Like Troy, Ian teaches everything from entry to advanced level. His students are a mix of apprentices and vocational learners.

Ian describes his teaching style as flexible, varying with the level of student he is teaching. Embedded in all of Ian’s teaching are Functional Skills

and equality and diversity. Feedback is usually delivered verbally, and Ian is a great believer in peer assessment, unlike Troy

below. The college also supports online feedback. Ian has three hours per week in his timetable for professional

development. He uses this to take part in inter-departmental development activities and occasional cross-college

functions. He says managers are always approachable for one-to-one advice. His faculty is set up so that staff

and students build strong relationships with employers, which aids

professional updating.

Troy, a qualified bricklayer, builder and building supervisor, juggled contract work and teaching part-time for about 10 years before deciding that teaching was the path he wanted to follow.

He gained a number of teaching qualifications, including a Bachelor of Vocational Education and Training, and now heads a department teaching 250 students from trade certificate to advanced diploma. Troy averages around 14 hours’ teaching in a 35-hour week. The rest

is spent on administration, preparation, marking and feedback. Frequent course revisions, not all of which affect much change, he says, added to

compliance and auditing demands, mean a growing admin burden.Troy has developed many self-learning programmes in line with the

move towards competency-based learning in Australian vocational education. This is good for students, he says, although not all

students have the discipline for self-directed learning. Like Ian, Troy prefers direct, succinct feedback to students but, unlike Ian, he is no fan of peer assessment. Updating is via

regular ‘return to industry’ days and, as a WorldSkills coordinator, Troy keeps abreast of trade developments internationally. New teachers receive two hours a week

continuing professional development (CPD) in their first two years. CPD then becomes part of a

personal capability development plan with no set weekly hours.

HELEN ROE Charlotte is a very dedicated learner who always gives extra time to her vocational studies, and always does her very best.

She started off quite a shy girl, but on her learning journey she has really developed her interpersonal skills, as well as her vocational skills.

I’m a very hands-on teacher, but I do believe that learners should also be able to have a go, and developmental feedback is essential to supporting their progress.

I have 30 years’ hairdressing experience. And, like Charlotte, I started as an apprentice before working my way up to become a stylist. After starting a family, I decided the time was right to open my salon.

As I had also taught hair and beauty at the local college for 16 years (I have a Cert Ed), I decided I then wanted to train my own apprentices. Exceed Training Academy was born 10 years ago. I now have two salons and two academies serving the Bradford and Halifax districts.

In terms of professional development, I regularly attend trade shows, product training and I still work on the shop floor in my salon three days a week, looking after my regular clients.

We have regular staff development sessions.

inTERVIEW


Government intervention is required not only to incentivise that “new middle” – Wolf argues for an individual financial entitlement which people can use to pay for education and training throughout their lives – but also to create a national system of respected technical and professional qualifications.

The Post-16 Skills Plan outlines a national framework of 15 vocational training routes, aligned with occupational areas. Running parallel are the reforms to apprenticeships.

“So far so good. We are heading in the right direction,” Wolf says.

As for the teachers and trainers required to deliver an advanced technical curriculum, Wolf has clear, and not uncontentious, views.

“When I first used to visit colleges in the 1980s, a lot of teachers were vocational practitioners, people who were also working in their industry,” she says.

“This is not the way it is done now, by and large.“I am strongly against having a sort of licensing

system, whereby technical and vocational experts can’t teach in FE without some formal teaching certificate. But I’m strongly in favour of professional training for those on the job.”

Wolf, the product of a grammar school and Oxford University, is an unlikely – and far from uncritical – champion of further education and training.

“If universities did their job properly they would be full of unlikely champions, and not just for FE,” Wolf says wryly.

“I hope I am the woman to burst higher education’s bubble and help build a proper tertiary education system in England. But, to be honest, I currently feel much too much like Don Quixote.”


or someone proud to call herself a champion of further education and training, Alison

Wolf has some harsh things to say about the sector.

“I don’t think that FE colleges are fit for purpose at the moment. They have become far too multipurpose, and have lost what

they were set up to do as technical and professional colleges,” says Wolf, who is Sir Roy Griffiths Professor of Public Sector Management at King’s College London. “And look at the number of private providers, most of them are tiny. It just doesn’t make sense.”

Wolf, who as Baroness Wolf of Dulwich sits as a cross-bench peer in the House of Lords, has published three reports since 2011 and, by any measure, these reports (and those preceding them) have helped push FE and skills up the political agenda.

Wolf was also a member of the Independent Panel on Technical Education, chaired by former Labour minister Lord Sainsbury, which published its

report in April 2016. The panel’s recommendations informed the government’s Post-16 Skills Plan, published in July 2016, and shaped the subsequent Technical and

Further Education Bill, which is currently making its way through parliament.

Central to Wolf’s thinking is the need to create a proper tertiary education system in England. Tertiary is a rarely used, but neat, term for everything beyond schools: as in primary, secondary and tertiary education.

“We have got to create a middle tertiary sphere. I don’t think we can recreate the polytechnics exactly as they were, but we have to move back to that model to some extent.”

Wolf believes it was a mistake to allow the former polytechnics to become universities in 1992. More universities have been created since 1992, and the Higher Education and Research Bill, currently before parliament, will make it easier for still more organisations to gain university titles, including further education providers.

The trouble, says Wolf, is that new universities reduced their provision of two-year, higher level technical qualifications, like Foundation Degrees and Higher National Certificates and Diplomas (HNCs and HNDs). Instead, they switched to providing three-year degrees for which they can charge maximum tuition fees.

“We need a new middle. We could provide higher technical education in universities, but that’s really not what they are for,” Wolf says.

“And, currently, further education is picking up too much of the excess demand from 16 to 18-year-olds. More 16 to 18-year-olds should be in school.”

Wolf is disparaging of the ongoing further education Area Reviews.

“They are pointless as they are only looking at FE,” she says. “With a proper review of tertiary education we could have had a mixture of universities and colleges recreating a proper technical phase in tertiary education.

“My sense is that we have quite a crunch coming in the next few years. A separation of institutions is required – and there may be blood on the floor.”

FURTHER READING AND RESOURCES

Professor Alison Wolf talks about

her vision for tertiary education

THE QUEST TO SAVE ENGLAND’S EDUCATION AND TRAINING SYSTEMProfessor Alison Wolf says ‘pointless’ Area Reviews will miss the chance to create a ‘new sphere’ of advanced tertiary education and training. Alan Thomson reports

Wolf argues, convincingly, that our collective obsession with growing degree-level university provision – and she says that mass higher education is a global phenomenon – has seriously distorted tertiary education in UK, and England specifically.

Today, almost half of all young people study for degrees in an expensive, state-subsidised higher education system, while the other half studies qualifications, overwhelmingly at level 3 and below, in an under-resourced further education and skills sector.

Wolf’s most recent report, Remaking Tertiary Education, published last November, attacked a catastrophic collapse in the numbers of level 4 and 5 technical and professional qualifications.

At the same time as employers are crying out for staff with level 4, 5 and 6 technical qualifications, over-supply means many university graduates are forced to take lower-paying, non-graduate jobs and are, typically, tens of thousands of pounds in debt.

The Institute for Fiscal Studies estimates that 70 per cent of student loan borrowers will never earn enough to repay their debts in full – leaving taxpayers, who fund the loans, seriously out of pocket.

Wolf’s two previous papers, Heading for the Precipice, published in June 2015, and her Review of Vocational Education published in March 2011 are hardly less scathing. In Heading for the Precipice, Wolf said that FE could vanish under a grossly unfair funding system.

“When researching Heading for the Precipice I was shocked when I looked at the figures and realised how close we are to the wheels falling off tertiary education in England,” she recalls.

“It was an ‘oh my God’ moment. We are cheating an entire generation of young people by encouraging them to go into HE and rack up these huge debts.

• Remaking Tertiary Education is available at goo.gl/0LEVPI

• Heading for the Precipice is available at goo.gl/8wF5ZV

• Review of Vocational Education: The Wolf

Report is available at goo.gl/7hPyx4• The Government’s Post-16 Skills Plan and

the report of the Independent Panel on Technical Education are available at goo.gl/fUd8pF

• Find out more about the Technical and Further Education Bill at goo.gl/Ev71dJ

Phill

ip W

ater

man

Alan Thomson is editor of inTuition

inTuition has collaborated with the Education Policy Institute (EPI), which commissioned Baroness Wolf’s report, Remaking Tertiary Education, so that you can watch her EPI lecture from your digital issue. If reading the digital issue, press the play arrow.

“I am strongly in favour of professional training for FE teachers and trainers.”

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o-one goes into further education and training to deal with behaviour. You go into a tough secondary school if you want to deal with that,” education consultant Paul Dix says.

Dix, who is chief executive of Pivotal Education, a consultancy specialising in behaviour and classroom management, says that dealing with disengagement and the behavioural issues that often accompany it, presents unique challenges for FE and skills practitioners.

Part of the problem, he says, is that because FE attracts teachers from such a wide range of different backgrounds – corporate, industrial, public sector, the self-employed, the military, the secure estate, and so on – it can be difficult to establish consistent strategies for managing behaviour and addressing learner disengagement.

“I go into providers and ask teaching staff to put their hands up if they have read the behaviour policy. Fewer than five per cent will raise their hands,” Dix says.

And it is not just teachers and trainers who lack clarity on these issues: senior managers can confuse the situation by failing to provide focused guidance.

“Providers will have 120 rules in a document. But most behaviour policies are merely disciplinary policies full of regulations. It needs to be put on one sheet of paper,” Dix says.

Dix also believes that the recent changes to maths and English education – making it compulsory for students who fail to gain a grade C or above at school to continue studying both subjects in FE and training – is fuelling frustration among learners.

Phil Beadle, the author of 10 books about teaching and learning and an expert in behaviour management, agrees.

“FE teachers may not realise that schools in year

Are wider changes in society, the economy and the curriculum responsible for a rise in learner disengagement and associated behavioural issues? Peter Rook investigates and asks how practitioners might respond

ENGAGING THE DISENGAGEDCa

mer

on L

aw

10 and 11 have chucked everything at these kids in English and maths,” he says.

“Having failed, young people are coming into an environment where it’s not certain that the FE teacher can provide a better education.

“They feel like failures anyway, and so they won’t engage.”

Sarah Farrow is progression and programme manager at the Inspire and Achieve Foundation (IAF), a charity supporting young people in the Mansfield and Ashfield areas of the East Midlands who are not in employment, education or training.

“Maths and English terrifies the people we work with,” she says.

“I have seen numerous young people excelling in their work experience placement, but withdrawing from vocational courses as they either choose not to attend the maths and English element or don’t complete the work.”

Professor Susan Wallace, author of a new book, Motivating Unwilling Learners in Further Education, says that the teachers she speaks to suggest that learner disengagement is increasing, and that there are many reasons for this.

“Many learners in FE haven’t had a particularly positive experience of school, and so they come to classes with a negative mindset,” she says.

“Many learners are also in the sector to gain vocational skills, and yet there is no guarantee that working hard and gaining a qualification will get them into employment.”

Paul Warner, director of research and development at the Association of Employment and Learning Providers (AELP) , also thinks that disengagement may be on the rise.

“Independent training providers are reporting that there are more identified issues of mental health which can have a bearing on both disengagement and behaviour in both learning and work settings,” he says.


RESEARCH Catherine Ashdown is a senior lecturer at Canterbury Christ Church University

• Pemberton, C. (2011) Coaching to Solutions, A Manager’s Toolkit

for Performance Delivery; Routledge: London

• Pemberton, C. (2015) Resilience, A practical guide for coaches;

Open University Press: Maidenhead

FURTHER READING:

Realising the power of

solution-focused coachingCoaching can increase the confidence and skills of trainee teachers and trainers, and it is an approach that they then use in their own teaching practice for the benefit of learners By Catherine Ashdown

The post-compulsory education phase at Canterbury Christ Church University (CCCU) has been offering solution-focused coaching to students on our initial teacher education (ITE) programmes in colleges across London and the South East for four years.

The current coaching offer is a result of an amalgam of learning experiences and opportunities, initially using project funding from the Learning and Skills Improvement Service (LSIS), then the Education and Training Foundation (ETF), and now fully supported by the university’s School of Teacher Education and Development.

We initially targeted students whose observation data indicated that they ‘required improvement’.

However, we received negative feedback from some trainee teachers in colleges who felt threatened and vulnerable after negative feedback from teaching observations.

One, now infamous, response was: “I am sick of it, I am sick of it. Have I mentioned I am sick of it?”

We now offer coaching to all our ITE students within the PCET phase, including our newly qualified teachers (NQTs), irrespective of their observation profile. We encourage students to review and refresh their teaching and skills at every stage, and to aim for

their personal best much the same as sporting superstars, who continually look for improved performance.

Coaching both forms and informs the ongoing professional development needs of all those involved in coaching conversations.

We have refined our offer and systems by working with, and listening to, our students and their tutors, and responding to information and feedback from both those receiving and facilitating the coaching.

To quote Carole Pemberton (2011, p178) on this approach: “Coaching provides space for exploration so that the right goal can emerge.”

Our coaches provide a fresh voice and ears, and devote time to individual concerns, to identify and find solutions where “…two people engage together in raising the awareness of one of them, and therefore their ability to act…” (John Leary Joyce cited in Pemberton: 2011).

The offer of additional support and collaborative learning has resulted in improvements in teaching and learning, and some see an upward shift in observation grades.

Most significantly, our trainees report that they feel an increased sense of confidence that has a direct impact on the learning of their own learners. Students report that they feel more

connected to the university.Our coaches:

• focus on the individual, explore their thoughts and ideas, and encourage them to develop solutions;

• take themselves out of the equation – coaching is NOT about giving advice or voicing opinion;

• observe and listen intently and effectively, rather than assess and evaluate;

• encourage our trainee teachers to think about what they do in their roles and what effect this has on the students they teach;

• use ‘What’ questions rather than ‘Why’ to avoid getting lost in the back story, while using forward-thinking questions around, ‘How’ ‘Where’ and ‘When’;

• remember that the intention of coaching is that the person being coached needs to commit to, and take, action.We aim to develop a ‘coaching

culture’ by encouraging tutors in our partner colleges to come forward for training as coaches, and we are seeing the coaching approach being mirrored by trainees working with their learners.

Solution-focused coaching is now embedded in our teaching and learning. We cannot recommend it enough.

Catherine Ashdown has

kindly supplied a handy

Coaching Skills Crib

Sheet which is available

to SET members by

logging on at

goo.gl/VAUMPJ


inDEPTH

“We need more capacity-building to tackle mental health issues. We cannot keep cutting funding to the disengaged as there is a clear correlation between working with them individually and turning their prospects around.”

Some say the issues of disengagement are nothing new in education and training.

Andy Griffith, director of teaching and learning consultancy MALIT and co-author of Outstanding Teaching: Engaging Learners, says: “FE students are aware of what the next step for them could be, so they will ask ‘how is this relevant to me’? Teachers have to make it relevant.”

Griffith emphasises the importance of “tough love” and being “excessively clear” when dealing with disengaged learners.

“When you see a great teacher they have a clear idea where they are going and what behaviour they expect from the students,” he says.

But others believe that increased levels of anxiety among young people contribute to motivational and behavioural issues.

“Anxiety can lead to learners being confrontational,” says learning and development consultant Bob Craig. “This anxiety leads to a fear of failure, and making mistakes.

“Teachers need to bring curiosity into learning and create an environment where it is safe to make mistakes.”

BUILDING RELATIONSHIPSJohn Visser, visiting professor in education at the University of Northampton, refers to the report, Developing Behaviour Management Content,

published by the Department for Education last July.

This identified core elements in managing behaviour, including establishing routines and

building relationships.“Creating routines is more difficult

for FE, but FE is better at building relationships with learners,” Visser says.

Tom Bennett, founder and director of researchED, an organisation supporting teachers through research, agrees that FE staff

and students face unique challenges.

“Often there are far fewer consequences or sanctions available to FE staff,” he says.

“Students sometimes struggle appreciating

status because of their own relative maturity and some students may be there for the

wrong reasons, but

unwilling to embrace alternative destinies.”But Bennett, who was appointed by former

education secretary Nicky Morgan to reduce low-level disruption in UK classrooms, is unsure if disengagement and associated behavioural issues are on the rise in FE.

“There are issues with disengagement in all sectors,” he says.

“But substantiating claims of things getting worse are always fraught, because we have so little data on the matter.

“Whatever metric you use – drop-outs, grades achieved – all act as poor proxies for engagement.

“What do we even mean by engagement? Do we mean enthusiasm? Or focus? Or enjoyment?”

Peter Rook is a freelance journalist and journalism lecturer at University Centre Peterborough, part of Peterborough Regional College.

Read Tom Bennett’s

article on behaviour

in the inTuition

Research Supplement

We asked the contributors to this article for their ideas and

tips on engaging learners. Here are some of their responses.

THE SMALL STUFF – PHIL BEADLE

“You have to sweat the small stuff. I’m draconian. I lay down expectations from the outset and operate that ‘sir’s in control’.

“I want them paying attention. For example, ‘when I’m speaking you don’t have a pen in your hand’. No minor behavioural infraction goes unaddressed.

“It is not a popularity contest. You are not there to be liked, your job is to lead them to really good learning.”

DISCIPLINE AND BOUNDARIES – SARAH FARROW “There is a common misconception that chaotic, disengaged young people do not respond well to discipline and boundaries. In reality this is what they crave.

“The rules we enforce are not about controlling but

bringing order to their lives.

“We focus daily on what is acceptable behaviour in the workplace, such as mobile phone use, appropriate language and respect for others – all vital skills not usually addressed on standard employability courses.

“Often, the most consistently disengaged young people don’t respond well to paperwork and classroom environments so our

courses take place in community venues.”

TOUGH, BUT NOT NASTY – PAUL DIX

“There’s nothing wrong with being tough. There is everything wrong with being nasty.

“There is a need for positive reinforcement like it’s going out of fashion. When you are dealing with young adults if you go down the punishment route they will kick back.

“It has to be more collaborative. Most experienced

teachers never give out punishment.”

ENGAGE WITH GOOD HUMOUR – SUE WALLACE

“The success of specific strategies – such as negotiated rules, seating plans, rewards and sanctions can vary considerably, depending on the characteristics of the learners involved.

“Research suggests that it is teacher enthusiasm, good humour and an engaging style of delivery that will engage most of the learners most of the time.”

ONE-TO-ONE SUPPORT – PAUL WARNER“Tackling disengagement and behaviour issues can involve

intense one-to-one support.“For example one London provider I know takes learners

along to Canary Wharf, saying “there is no reason why you can’t work here”, rather than just blandly and abstractly assuring them of the vague possibility.”

TIPS ON GETTING ENGAGED

RESEARCHRESEARCHRESEARCHRESEARCHRESEARCH

Created by Educational psychologist Benjamin Bloom and peers in 1956, ‘Bloom’s Taxonomy’ is one of the most widely applied ‘go to’ strategies to transform learning goals into easura le o ectives for effective lesson planning.

The essential points are:• There are actually three taxonomies:

cognitive no ledge affective values and attitudes) and sensory (skills). Which one is chosen depends on the original learning goal.

ro t is a ta ono or classification divides six hierarchical categories of learning, from simple to complex and concrete to abstract thinking, into learning objectives.

• As a general rule, students must achieve the prior learning objective before they proceed to a more complex level of learning. For example, they must be able to ‘identify’ before they can ‘apply’.

• Applying Bloom’s Taxonomy to learning objectives ensures they are measurable for assessment.

• Assessing the objectives gives feedback on the learning process to teacher and learner. In 2001, Bloom’s Taxonomy was revised

by Lorin Anderson and David Krathwohl to re ect st centur educators and learners. “Comprehension” was changed to “understanding” and “synthesis” developed into “creating”.

For over 50 years, Bloom’s Taxonomy has resisted the waxing and waning of educational fashions. While there are critics of the process, it serves as a simple method to align goal, objective and assessment.

THEBIG IDEAMary Kitchener outlines the key attributes and uses of the oft-cited but, perhaps, less well understood Bloom’s Taxonomy


RESEARCH

• The College of Policing’s response to its recent consultation on the Policing ducation Qualifications ra e or consultation is availa le to do nload at

goo.gl/u6JpJs T e College of olicing offers a range of resources to police o cers police instructors and academics. These are available at goo.gl/5oijNE

• Further resources are available from the college’s What Works Centre for Crime Reduction at goo.gl/YZo9Hn

REFERENCES

An increasing focus on evidence-based practice, and the multiple disciplines involved in modern policing, mean there is a real need for a standardised police education and training framework and accredited national qualifications.

Officer training is currently delivered individually by each police force. Not nationally accredited, it is delivered in-house by police officers and staff, rather than by teaching professionals.

The College of Policing, which is responsible for setting overall training standards, has consulted on a Policing Education Qualifications Framework (PEQF). It will take forward proposals to develop national qualifications that underpin the knowledge and skills required for modern policing, and that confer proper professional recognition on police officers and staff.

As noted by Chief Constable Alex Marshall, the College’s chief executive, “the job’s not what it used to be...”, and police officers must cope with increasingly complex issues that are outside the traditional policing sphere.

Officers regularly deal with people with mental ill-health, with domestic abuse, child sexual exploitation, terrorism prevention and cybercrime, to name but a few. It is an occupation high on emotional labour, requiring critical, sometimes unpopular,

decision-making and empathy all at once. Police regularly operate in a VUCA world, where vulnerability, uncertainty, complexity and ambiguity are the norm.

COMPLEX DEMANDSOfficers need to be creative and innovative when meeting these increasingly complex demands, and to understand a wide range of data and viewpoints when developing strategies and tactics to deal with them.

Education and training, and the research that underpins this, has to evolve to match the needs of

modern policing. The College of Policing proposes that a standard Level 6 education and training qualification is required for police officers to support the shift towards evidence-based policing.

A Level 6 education would give officers the tools required to help them improve their problem-solving abilities, critical thinking and ability to reflect on, and learn from, their professional practice. This level of education and training would also support the further professionalisation of the police service.

However, there are questions about whether or not the police service, as an organisation, is ready for that.

Evidence from a recent College of Policing consultation can be summed up as “yes we would like the qualifications, but…”. These ‘buts’ relate to the perception of an intensive blame

culture in policing, causing officers to become more risk-averse. There is a belief that prescriptive

‘toolkits’ and a ‘tick box’ approach to policing are becoming commonplace. If something is not in the toolkit for dealing with a particular situation, then officers can be reluctant to use their professional judgement and initiative for fear of sanction. Education and training that promotes critical thinking and reflection is seen by some officers

Detecting a need for standardised police education and qualifications

as being potentially at odds with prescriptive policing approaches and checklists.

In discussing any move to a national qualifications framework, we also need to look at the outputs of current research into policing and crime, and the ways in which much of this research is carried out.

FEELING EXCLUDEDResearch in Australia, on the impact of officers being educated to degree level and beyond, found that unless officers form part of any research undertaken, they are unlikely to adopt the resulting findings.

This chimes with research conducted by the College of Policing which found that, if officers do not feel involved in processes of change, they are unlikely to buy into it or sign up to their organisations’ priorities to drive that change forward.

Research into policing and crime in the UK is rather fragmented currently. It is carried out by academics in universities and colleges and, occasionally, by officers and staff on specialist courses. Some research takes a very scientific approach, tending to think about problems in a sterile way. For example, if a tactic is deployed in area A and not in similar area B, does crime reduce in A but not in B?

Rarely does this type of research consider the voice of the practitioner, or add any context

to the results they glean. As a result, officers report feeling uninvolved and that, as a profession, things are done to the police in a way that tends to undermine their developing sense of professionalism.

Research based solely, or even largely, on data analysis is simply not good enough and, of course, it impacts on the way in which the police forces educate and train their officers and staff.

Such research can reduce policing to a series of overly simplified, crime-control models. It is the antithesis of the more sophisticated, evidence-based policing practice that the College of Policing and many police officers know is required to meet today’s challenges.

Policing scholars are there as educators to encourage debate, ask the difficult questions, try new creative ideas, consider the information available from a variety of sources, including police officers, and to question the validity of that data.

Academics should encourage officers to ask research questions and consider the most effective research methodology to help address the

questions raised. The PEQF is key to developing and recognising truly professionalised

policing in England and Wales. This is a long, and contested, journey for those involved in police education, but one which ought to reap just rewards for both the police and the

public they serve.

The College of Policing is working to develop a national Policing Education Qualifications Framework (PEQF) which will equip officers to deal with an increasingly complex and demanding job By Ian Hesketh and Emma Williams

Mary Kitchener is an educational consultant at the Oxford Centre for Staff and Learning Development, and is a Member of SET.

Dr Ian Hesketh is a serving police officer, working as a senior policy adviser at the College of Policing. He is a Member of SET. Emma Williams is the deputy director of the Canterbury Christ Church University Policing Research Centre.

The College of Policing is due to publish further information on qualifications later t is ear. or furt er details and questions please contact [email protected]

RESEARCHRESEARCHRESEARCHRESEARCH


We are at a time in our educational history where there is a dominant culture of top-down reform, and instrumental approaches to curriculum, testing and external accountability.

The real challenge is to raise standards into the medium and long term and, at the same time, enhance our students’ learning skills and their spirit of enquiry or curiosity. For me, the elephant in the room, and resident for some time, is the lack of a professional practice that provides a language and a set of behaviours or processes to connect teaching to learning.

There are two key problems here: the first is the individualised and atomised nature of teaching as a profession; the second is that teaching is a profession without a practice. These tendencies intertwine in intricate and resilient ways.

In resolving this tension, it is important to realise you can maintain all the values and commitments that make you a person, and still give yourself permission to change your practice. Your practice is an instrument for expressing who you are as a professional, not who you are.

How practice is defined is critical. Richard Elmore and his colleagues (City et al. 2009, p. 3) posit something quite specific: “We mean a set of protocols and processes for observing, analysing, discussing and understanding instruction that can be used to

improve student learning at scale. The practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems.”

We need to move beyond superficial curriculum change to a more profound understanding of how teacher behaviour connects to learning and, in doing so, build a common language of instructional practice.

I have recently been doing this in a number of contexts by refining the generic instructional rounds strategy recently popularised by Elmore and his colleagues (City et al. 2009).

Our approach works iteratively, but systematically, from descriptive (i.e. non-judgemental) observations of teaching practice in a school, college or training provider, to the development of ‘theories of action’ that describe the common practice in that setting.

A theory of action is a hypothesis or proposition about teaching that connects the actions of teachers with the consequences of their actions – students’ learning and achievement.

Five important lessons have been learned. They are:• First, that despite the phase or context

of education, the theories of action are, in most cases, very similar;

• Second, this is not a ‘pick and mix’ approach – all the theories of action

have to be integrated into the teacher’s professional repertoire if they are to impact in a sustained way on student learning;

• Third, and most importantly, all the theories of action are characterised by an approach to teaching that has enquiry at its centre;

• Fourth, some of the theories of action relate to the school, college or training provider and some to the practice of individual teachers;

• Fifth, all of the theories of action have a high level of empirical support in the educational research literature (Hattie 2009). The six Theories of Action for

Teachers that have emerged are:• When teachers set learning intentions

and use appropriate pace, and have a clear and strong narrative about their teaching and curriculum, then students are more secure about their learning, and achievement and understanding is increased;

• When learning tasks are purposeful, clearly defined, differentiated and challenging, then the learning is more powerful, progressive and precise for all students;

• When teachers systematically use higher order questioning, then the level of student understanding is deepened and their achievement is increased;

• When teachers consistently use

feedback and data on student actions and performance, then behaviour becomes more positive and progress accelerates;

• When peer assessment and assessment for learning (AfL) are consistently utilised, then student engagement, learning and achievement accelerates;

• When teachers use cooperative group structures/techniques to mediate between whole class instruction and students carrying out tasks, then the academic performance of the whole class will increase as well as the spirit of collaboration and mutual responsibility. Because the Theories of Action

emerging from the instructional rounds were so similar, irrespective of context, we decided to publish them in an accessible form – hence the Curiosity and Powerful Learning Booklet (Hopkins, Craig and Knight 2015/17).

Our colleague, John Hattie, generously encouraged us to use his work to illustrate the likely effect size associated with each of the theories of action (Hattie 2009). This helped deepen the view among principals and teachers that although significant progress had been made, the possibilities were boundless if the Theories of Action were applied with precision.

It was also becoming clear that, when applied together, there is a shift in the culture of teaching and learning in the school, college or training provider. This is the consequence of the realisation that Theories of Action have both a meta-cognitive as well as achievement effect, and together have a profound impact on incubating and developing curiosity in our students. Thus the twin goals of developing learning skills and raising student achievement can be met at the same time.

By Susan WallacePicture this. You’re timetabled to teach two parallel groups of learners. T e ave t e sa e age gender and attain ent profile. T e are

or ing to ards t e sa e qualification and t eir required learning outcomes are identical.

You assume that the session you plan for one should work equally well for t e ot er. ut alt oug ou present t e in an identical a ou find t at activities ic ave fired one group it ent usias fail to ignite t e interest of the other.

Sounds familiar? Most teachers and trainers will have experienced this at one time or another and have puzzled over it. Whether it’s something simple like the time of day or a more complex issue about group characteristics, you can’t remedy it unless you can discover what it is.

And exploring such questions through structured enquiry of some kind is an essential part of the teacher’s professional practice. It’s the teacher in the role of researcher, even though we may not always put that name to it.

Professional researchers provide valuable suggestions, based on ide ranging data a out a s in ic e can ost effectivel support

our learners, raise their achievement, engage their interest. The Theories of ction ic avid op ins presents le are an e a ple of t is.

But each session, whether in the classroom or the workplace, has its own internal dynamic, its idiosyncratic needs and anxieties; and this means that as teachers we cannot rely solely on large-scale research to tell us what makes this particular group of individuals tick, what gives t e confidence and at engages t e .

e ave to find t at out for ourselves. ne ver effective a is t roug re ection led action researc . r e can pursue our enquir in ot er a s by listening to what the learners have to say, for example.

ur findings are unli el to e generalisa le as the Theories of Action are. But they will tell us

o est to support t is specific group of learners, and – in doing so – enhance our own professional development.

WALLACE ON...... REFLECTIVE ACTION

RESEARCH

David Hopkins is professor emeritus at the UCL Institute of Education and holds the chair of educational leadership at the University of Bolton. This article was written exclusively for inTuition. For a more detailed discussion, including whole-school/college Theories of Action, see Hopkins (2015) and Hopkins, Craig and Knight (2015/17).

MEMBER OFFERSusan’s new book, Getting Behaviour Management Right in a Week, was published by Critical Publishing in January. It is part of a series that also includes Getting

Mentoring Right in a Week by Jonathan Gravells and Getting Lesson Planning Right

in a Week by Keith & Nancy Appleyard. SET members will be eligible for a 20 per cent discount on these titles when ordered via Critical Publishing goo.gl/ghZiuJ using code IAWLIT1216. T e offer is valid until 30 April, 2017.

Connecting teaching to learning –a quest to satisfy student curiosityIn the bid to raise standards and enhance learning skills and a spirit of enquiry, there are two key problems: teaching is atomised and it’s a profession without a practice. What’s the answer? By David Hopkins

Professor Susan Wallace is emeritus professor of education at Nottingham Trent University. She is an author and expert on behaviour and learner management.

Susan allace Doing

Research in Further Education

and Training. Sage/Learning Matters

REFERENCES

• City, EA, Elmore, RF, Fiarman, SE & Teitel, L 2009, Instructional rounds in education: a network approach to improving teaching and learning, Harvard Education Press, Cambridge, Massachusetts.

• Hattie, J 2009, Visible learning: a synthesis of over 800 meta-analyses relating to achievement, outledge on.

• Hopkins, D 2015, Curiosity and Powerful Learning, Education Today, Vol. 65, No.2, Summer, p4-11. op ins Craig and nig t Curiosit and o erful Learning el ourne c L International / Cambridge: Pearson Publishing.

REFERENCES



The Improving Mathematics in Vocational Education (IMIVE) project linked colleges in west and east Sussex, Surrey and Kent with independent training providers. The project’s objective was to bring about a step change in awareness of teaching methodologies and resources used to deliver GCSE mathematics to post-16 vocational learners.

Project activity centred on delivering a series of county-wide development events and establishing subject peer group networks with virtual resource back-up. These networks have been facilitated by college collaborative organisations and are designed to be sustained beyond project end.

Key outcomes from the project included:• Improvement of teaching and learning

through exchange of knowledge and practice by pairing expert practitioners with other teachers;

• 35 teachers engaged on a two-year development programme which supports and expands teaching methodologies;

• 17 colleges and 20 training providers paired with leads to cascade training and changes within their own organisations;

• Step change in teaching techniques so that flipped classroom and resources improve the efficiency

to your friend’s house? • A manufacturer needs to have at least

one first aider for every 50 employees. If the company has 127 employees, how many first aiders are needed?

• Mortar for a garden wall needs to be mixed in the ratio 3 parts sand to 1 part cement. If you use 3 shovelfuls of cement, how many shovelfuls of sand do you need?

• During a work experience placement with Somerton Landscaping, Josh was asked to set out a patio. He needed to use the 3:4:5 method to make sure the sides would be square. The site was too small to measure in whole metres. What could he do?

• During the morning shift, a nursing home must have at least one carer for every 5 patients. How many carers are needed to look after 33 patients? An example of embedding maths

in catering might include working out the number of guests and the staffing required; billing; cooking timings; the amount of food and drink required, and managing bookings.

When delivering any kind of maths whether contextualised or not, it’s worth remembering the eight principles for effective teaching identified by Malcolm Swan.• Build on the knowledge learners

bring to sessions.• Expose and discuss common

misconceptions.• Develop effective questioning.• Use cooperative small group work.• Emphasise methods rather

than answers.• Create connections between topics.• Use technology in appropriate ways.• Use collaborative tasks.

By Andrew MorrisLooking for research evidence always seemed intimidating to me: too many references, too little time, for instance. But I have found ways to overcome these barriers. Ensure the issue you want to address is specific, not too broad or vague. For instance Effective marking in ESOL for adults rather than marking .

Choose the level at which you want to pursue your enquiry: whole books, individual studies or review articles (which save time). Summaries are increasingly available.

Detailed insight into specific practices often comes from small-scale enquiries by practising teachers. A recent study of numeracy at Coleg Meirion-Dwyfor, for example, explored geometry in roof construction, standard deviation in rail tracks and estimation in holiday costing.

Here are some useful starting points: General internet searching• Standard search engines are useful but unreliable. Google Scholar

is worth looking at goo.gl/XW5PU3• The Digital Educational Resource Archive (DERA) includes useful

FE research goo.gl/52xzKo

Reviews and overviews:• The EPPI Centre specialises in systematic reviews goo.gl bZOe S• The National Foundation for Educational Research (NFER) publishes

research reports and reviews on education goo.gl/IQYmsY• Better: Evidence-based Education provides overviews drawing on

studies from around the world goo.gl/nGGiKB

Teacher-friendly summaries:• The Education Endowment Foundation toolkit

summarises findings of evidence goo.gl 7BOuD• Inside Evidence, on the Excellence Gateway,

offers one-page summaries for FE teachers goo.gl/akwiW5

• Best Evidence in Brief gives links to high quality research in a free, fortnightly email goo.gl OyrN

Practitioner research:It’s worth looking at Inside Evidence and inTuition, and getting involved in networks. Some colleges have internal groups. You can contact a regional convenor of the Learning and Skills Research Network at goo.gl/Vcq7TJ

HOW TO......FIND RESEARCH EVIDENCE

We will be exploring networking in Andrew’s next column.

NEXT ISSUE

Ian Goodwin is an education and training consultant. He assisted FE Sussex in delivering the project along with Barbara Nance, director of Ideas4learning Ltd, who was the mathematics lead. Tim Strickland, chief executive of FE Sussex, was chair.

oined up a to figure out better mathematics teaching Colleges get together with independent providers and find many plus points in brainstorming awareness of GCSE teaching methodologies for post-16 vocational learners By Ian Goodwin

Andrew Morris (pictured) is an honorary senior lecturer at the UCL Institute of Education and a member of the national planning group of the Learning and Skills Research Network. Andrew was research manager at the former Learning and Skills Development Agency. Contact Andrew at [email protected]

The project was delivered by FE Sussex – the consortia of the 12 colleges in Sussex and three additional colleges in Surrey.

RESOURCES

• Maths at Work goo.gl/jnM16J• Maths and English courses for teachers and trainers are available through

Foundation Online Learning goo.gl/mjjqGh• There are lots of resources on the Excellence Gateway: goo.gl/0RIvCQ• The National Centre for Excellence in the Teaching of Mathematics goo.gl/KAyyvo• SET members can access an impressive range of links and resources

relating to Ian’s article at goo.gl/VAUMPJ

REFERENCES

• FE Sussex goo.gl jj Fx9

of delivery and pace of lessons;• 10 actual/virtual meetings held

between January 2016 and July 2016;• Enhancement of teaching and

learning methodologies through broadening practice and adopting new techniques.

EVERYDAY CONTEXT We know that learners on vocational courses are, in the main, not keen on developing their maths skills. However, hands-on activities relating to their vocation can help them see the relevance of maths to their futures, and so can be very effective in engaging and motivating them.

In addition, it will facilitate learning new skills, and consolidate previous learning and understanding, as well as attempting to help students make sense of abstract maths.

We should remember that while we think about contextualising maths, within a vocational context, we can also do this within a real-life, everyday context; for example, working out mobile phone tariffs.

When developing our contextualised activities we should also be considering how we will progress from the familiar to unfamiliar context, as well as making connections across mathematical areas. Activities that start by using maths in context will lead on to how

the same maths can be used in different contexts – and maths without context. Maths should not be taught in silos but links should be made across maths skills.

PRACTICAL EXAMPLESThe following examples are taken from Maths at Work – integrating work experience and maths provision in 16-19 study programmes (see link in the resources section below). • If it takes you 30 minutes to cycle

3 miles to college, how long is it likely to take you to cycle 4 miles to get

If it takes you

30 minutes to cycle 3 miles to

college, how long is it likely to take you

to cycle 4 miles to get to your

friend’s house?

30mins

?mins


• Why not try some of these innovations in your classroom? Check out: https://

padlet.com, https://plickers.com/,

https://getkahoot.com/, http://www.

mathseverywhere.org.uk/

RESOURCES

22 ISSUE 26 • WINTER 2016 INTUITION

More than 170 delegates from 80 colleges, work-based training providers, adult and community learning, and voluntary organisations participated in the West Midlands Professional Exchange last year.

Using a joint practice development model, delegates nominated topics and facilitated segments, introducing their peers to practice innovations.

We engaged with each of the 20 Professional Standards 2014 during the course of the eight face-to-face events and the webinar. The exchange had a strong focus on maths, English, safeguarding, SEND and learning technology innovation, with expert input from Specialist Leads in maths, English and SEND.

Some Exchange impacts are evidenced by ‘quick and easy wins’, others will come through commitments to long-term planning, investment and skills development.

At a safeguarding event, providers displayed their paper and online resources used to disseminate information on Prevent, British Values and student online safety.

This led to other organisations introducing ‘Be Safe’ screensavers, posters and inserts for student travel passes. One provider is developing a two-week e-safety course with guest speakers, developed after experiencing

units from Loughborough College’s ‘Digital Induction’.

Input from Education and Training Foundation Regional Specialist Leads enabled several providers to create ‘English and Maths Corners’ which learners use during breaks to help develop these essential skills.

Useful technology for maths and English corners includes the Padlet digital canvas for collaborative group work, Plickers for polling and formative assessment, and Kahoot for multiple choice games-based assessment as well as innovations using tactile, visual and written resources.

The strong technology thread resulted in the introduction of learning apps at two apprenticeship providers. These included Maths Everywhere, for modelling of practical maths problems, and PhotoMath, to help learners develop skills in formulae use.

A cohesive community was formed during the Exchange, which later enabled one work-based learning provider to draw upon the skills and experience of peers while setting up and using Google classroom.

Specialist SEND events led one provider to establish Autism Champions, ambassadors whose role is to ensure procedures and environments were autism-friendly. Following the events, another provider

began delivery of an in-house Level 3 qualification in autism.

Teacher development has also seen important impacts. Several organisations have begun to use the Foundation Online Learning (FOL) resources enabling flexible, bitesize professional development with achievement certificates. FOL courses on Prevent, safeguarding and equality and diversity have proved popular.

Basecamp is a free, web-based tool which enables participants to share links and documents, have live chats and forum discussions, and make plans together.

This has enabled a thriving online community of practice to develop in the West Midlands which undertakes regular professional discussions and resource-sharing. This has ensured dissemination and networking continues beyond the events. Provider pairs are engaging in visitor days and peer working, including RARPA working groups and observations.

This collaborative resource will prove important in the planning of the next tranche of Professional Exchange events which begin in the West Midlands in Spring 2017.

We hope that SET members will join WMCETT’s next Professional Exchange events. Details of future events will be available at goo.gl/uYB7D1

Building a vibrant community of professional practitionersColleges, work-based providers, adult and community learning and voluntary organisations share strategies and resources in a powerful Professional Exchange network By Lynne Taylerson and Julie Chamberlain

To receive an email inviting you to participate, contact WMCETT Project Manager Julie Chamberlain on [email protected]

To get details of Professional Exchanges in your area, or express an interest in taking part, contact [email protected]. www.foundationonline.org.uk

Lynne Taylerson is director of ITP Real Time Education and has lectured in FE and worked in teacher education for 17 years. Read Lynne’s blog at @realtimeedu. Julie Chamberlain is project manager of the West Midlands Centre for Excellence in Teacher Training (WMCETT). She manages the WMCETT Professional Exchange project.

WMCETT is based in the initial teacher training department of the Centre for Lifelong Learning at the University of Warwick.


Maths essentials

Finite Ideas

How practitioners can improve their maths onlineBy Danielle WattsI have recently taken on a new role as head of maths and English and my focus is on initiatives to improve the learning experience in these subjects across the college, both for students and staff.

I quickly realised that many of our vocational tutors have a real fear of maths. I set out to find approaches that would help the staff upskill their own strengths in the subject.

I came across Citizen Maths, a free, open online course for self-motivated adults who want to improve their grasp of maths.

It gave our college the opportunity to become part of the Citizen Maths Professional Development Exchange. This is a collaboration between Citizen Maths and the Education and Training Foundation.

I was excited to have the chance to work with other Citizen Maths partners looking at professional development for FE staff who are not necessarily confident in teaching maths.

So how will this help me? We’ve found that Citizen

Maths enables staff to learn at their own pace, without having to sit in a lesson being taught

by one of their colleagues. The online learning modules are a convenient and discreet way for them to do this, allowing them to upskill as part of their own professional development. It has given them more confidence in approaching mathematical ideas when maths is embedded into their teaching.

We are now in the process of sharing access with all staff and using Citizen Maths for targeted continuous professional development. We believe if we have confident staff, we will foster confident learners.

FRACTIONSOne hurdle that causes many learners to stumble and fall is fractions. An excellent free resource, with lots of practical ideas on teaching, is the Fractions booklet from the National Research and Development Centre for adult literacy and numeracy (NRDC). The booklet is available at goo.gl/4Ksh3Q

MULTIPLE REPRESENTATIONSFractions lend themselves to visual images, and learners’ understanding of fractions will be enhanced by working with different representations – for example area diagrams, number lines, words, symbols, and decimal and percentage equivalents. Fractions should also be related to objects that learners frequently come across in their vocational learning and daily life (e.g. a chocolate bar, tape measure or clock face).

For good examples see pages 14 and 15 in the NRDC booklet or visit STEM Learning at goo.gl/Dftt5O

MISCONCEPTIONSThere are several common errors and misconceptions related to fractions, often involving over-generalisations from learning with whole numbers.

For example, learners may consider 1/8 to be larger than 1/5 (as 8 is larger than 5), and 1/4 + 1/3 = 2/7 is not uncommon.

A useful activity is asking learners to discuss and evaluate different statements about fractions. For example:• A fraction is a small piece of

a whole;• Five is less than six, so one-fifth

must be smaller than one-sixth;• Any fraction can be written in lots

of different ways.

Steve Padoe is a maths specialist ITT tutor and the ETF’s regional maths coordinator in the West Midlands.

iSto

ck

To find out more about Citizen Maths go to goo.gl/YYKKNn

See a video of Danielle talking about Citizen Maths at goo.gl/0q8GAe

Danielle Watts is head of maths and English (16-18) at Barking & Dagenham College

Students often believe that ‘word problems’ have one specific answer and one way of getting there. Fermi questions, on the other hand, encourage learners to estimate, reason, make assumptions. The benefit is that Fermi questions can relate maths to the real world, and to vocational learning.

A typical Fermi question is a very open question with little or no data provided. For example:• How many bags pass through Heathrow airport each day?• How many bottles of shampoo would a hair salon use in a year?• If you’re on a water meter, is it worth calling a plumber to mend a leaking tap?

Fermi questions are used a lot in the new Level 3 Core Maths qualifications, but they differentiate well and are suitable for any level, including Functional Skills.Have a look for useful examples of Fermi questions at goo.gl/SDW7vp

Or try searching for Fermi maths on the Internet.

Named after Italian physicist Enrico Fermi who used estimation to help crack complex problems in physics and maths.


subjectFOCUSAll about English


MasterChef winner has the recipe to teach well

“One of the main reasons I won the show was because I’m a teacher,” says Gary McLean, a senior chef lecturer at City of Glasgow College.

“When you stand in front of a class you’re being judged by 20 people, twice a day. That’s pretty good preparation for the pressures of MasterChef.

“Teachers also plan carefully. You can’t have chaos in a training kitchen when everything has to run on time. And I think that helped me too in the competition.

“As teachers we are all seeking to learn and hone our skills. And I think this desire to keep on learning helped me grow throughout MasterChef.”

Gary, a former student at City of Glasgow College, has taught for more than 16 years at his alma mater, having started as a part-time lecturer while working in the industry.

Gary currently delivers the Higher National Diploma first and second year professional cookery course at the college. He also oversees the Prince’s Trust Get into Cooking classes, as well as training for trainee butchers, bakers and fishmongers, working with Morrisons supermarket. He also oversees all evening classes.

It was his former lecturer and mentor at the college, Willie McCurrach, head of its School for Food, Hospitality and Tourism, who invited him to try teaching one day a week.

“I would come to college on Wednesdays to teach and work in the industry the rest of the week,” says Gary.

“Teaching was my break from running restaurants. I hadn’t thought about it as a possible career, but 16 years on I’m still here. It makes me proud to say I’m a teacher. I just love it.”

That close relationship between industry and teaching that characterised the early part of Gary’s career is still very much a part of the teaching practice and professional ethos in the school.

Gary and his colleagues regularly attend culinary competitions – Gary has won several other competitions in his time – and professional events in the UK and overseas. The department also has links with the industry, and the curriculum is reinforced with input from the restaurant business and food producers.

“As a chef lecturer it’s really important to know what’s going on out there. Staff are going out on courses, such as molecular gastronomy, and bringing that knowledge back with them and sharing it,” Gary says.

Gary’s vocational skills and knowledge are complemented by years of experience as a teacher and a Teaching Qualification in Further Education (TQFE) from the University of Dundee. Gary has also recently completed a coaching course.

Every member of staff at City of Glasgow College is expected to gain a teaching qualification. And teachers are expected to work two days a year in their industry, where applicable, to keep their knowledge and skills up to date. Updating and specialist courses are also advertised at the college and may involve teachers travelling abroad.

The food and catering industries have also changed enormously in recent years. This, in turn, impacts on the way Gary and his team approach teaching. As well as political issues, like sourcing local and sustainable ingredients, and animal welfare, there is also the TV factor.

“The whole TV thing has really encouraged young people to look at catering as a career. In the past five years our HND programme numbers have doubled,” Gary says.

“But it does mean that we have become very good

A COLUMN DEVOTED TO THE TEACHING OF ENGLISH“But what exactly is a marshmallow?” asked Ras. Thank heaven for Google Images.

Questions such as are this are becoming increasingly common in my Functional Skills classes. They do not o en co e fro students o are nglis ut fro the increasing number of bilingual students accessing mainstream classes.

T ese learners present entirel different pro le s to t eir nglis counterparts and a struggle it ver tenses

prepositions and articles ic aren t e plicitl covered in the Functional Skills curriculum. They can also prove a c allenge to e plain for teac ers o are not S L trained.

Highlighting any similarities between languages can be elpful. or e a ple ro ance languages suc as talian

and Spanis ave an ords in co on it nglis e.g. in uen a. t is ell ort pointing t ese out to uild learners confidence and co pre ension.

ut a solid understanding of t e ain differences is i portant too. So e languages suc as ussian and

apanese for e a ple don t use articles and learners from these countries will routinely leave them out. Try differentiating te ts re oving a and t e and as ing students to put them back in.

Self stud is vital for S L students and a assing a store of resources on Moodle or something similar is invaluable. A feedback sheet pointing them to a particular resource can e reall useful for t e and ti e saving for you. Asking them to work on posters to drill a concept they are struggling it suc as prepositions is a great a to focus their attention.

What can be a little harder to manage are the feelings of t e first language spea ers o so eti es eco e dis eartened t e proficienc of second language speakers in the classroom.

An open approach in which students are encouraged to s are different cultural e periences and in ic ever one s strengt s are cele rated is vital. nd of course native speakers can always be called upon to help explain the meaning of marshmallows.

RESOURCES• A bank of resources for second language speakers

to self-study is vital in any multi-national functional skills classroom. The British Council has a range of engaging grammar and vocabulary exercises available at goo.gl/lZElLy

• Learn English by Michael Swan helpfully summarises some of the common mistakes made by bilingual students because of second language interference.

• Apps including Grammar UP and Grammar Express (both available for iPhone and Android) can help students practise these skills. Lastly, students can create stunning posters using free software such as Piktochart goo.gl/Pd5H5h

Sam Hart is a teacher educator and English lecturer at City College Brighton and Hove. She is a Member of SET.

Gary McLean, chef lecturer and winner of MasterChef: The Professionals 2016, talks about the importance of dual professionalism in his career

elive ar s moment of triumph goo.gl/JPYney

Find out more about dual professionalism by downloading the Professional Standards for Teachers and Trainers at goo.gl/1oBAJX

For advice about working in the further education and training sector visit t e Advice website run

t e ducation and Training Foundation goo.gl/YNwh8A

More information fro eople st t e sector skills council covering catering at goo.gl/kDZIum

at making sure that, from day one, our students have a realistic idea of what is possible. Not everyone is going to be a head chef in a top kitchen in London or New York.”

Professional kitchens come with a reputation of being unforgiving workplaces. In terms of his approach to teaching Gary is very much a believer in supporting learners.

“We are preparing people for work in professional catering, which can be a tough environment. But we’re not trying to replicate the sort of Gordon Ramsay-style TV kitchen.

“Some students need a softly, softly approach, while others will need a bit of a push. As a teacher it’s about using your professional and personal judgement.

“I certainly don’t remember learning anything from feeling bad about myself.”

Many MasterChef winners and competitors have used their success in the contest to open restaurants, something Gary had already done earlier in his career.

“The whole college, from the principal down, is backing me 100 per cent and I want to make sure the college can get as much as possible out of my winning MasterChef.

“I don’t think I would get that level of support in the industry.”


Career Spotlight


Preparing today’s learnersto be future entrepreneurs

By Rubina RashidThe core focus of enterprise education is to ensure young people and adults leave education and training with ‘world ready’ skills, and that they are prepared with sufficient insight to explore or follow a route into entrepreneurship.

Further education and training providers have come a long way in the past five years. They have a clear understanding and definition of enterprise and actively look to embed opportunities and activities across the curriculum.

There needs to be some distinction in delivering entrepreneurship as an interdisciplinary field, with resultant outcomes all contributing to an individual’s employability – whatever sector, industry, field or further field of study that may be in.

Member-led networks such as Enterprise Educators UK (EEUK) have helped shape and pave the way for a platform of practitioners, managers and academics to come together.

This network shares practice and provides a developmental approach to ensuring opportunities are available for staff in universities, colleges and training providers to set standards, aim exceptionally high, and create opportunities and new ideas around supporting enterprise education.

Funding for enterprise education has been hit and miss over the years. Sadly, this means that

a lot of FE providers and schools are unable to put in and maintain the staffing structures to support enterprise education as a cross-organisational support function.

While many establishments have senior management buy-in, this varies from organisation to organisation. There has also been a decline in the access to funding opportunities to directly support students and apprentices. However, perhaps there lies a challenge and opportunity for an enterprising provider.

JOB APPLICATIONS AND HOW TO GET SHORTLISTEDI can’t tell you how many disappointing job applications I have read.

o en onder if t e unsuccessful applicant ig t actually have been right for the role, if only their approach to the application had been good enough to secure them an interview.

quall it is surprising o o en an applicant intervie s much better than they presented themselves on paper.

So, what are people getting wrong? Perhaps the most common mistake I see is the candidate

that declares a skill, but fails to provide any evidence. For me, most irritating is the candidate asserting back to me t ose s ills t e found listed on t e person specification.

For example, the requirement to be IT literate is met with “I have good IT skills”, with no demonstrable information provided to describe or document that experience. Regrettably, I have seen applications where this approach is taken for all the listed requirements.

Always look for ways to tailor your experiences to evidence the requirements of the job you’re applying for: show how they are transferable.

It is easy to spot the candidate who has cut and pasted from their generic CV into an application to ‘make do’ for what is really being asked.

Sometimes candidates attach the CV as well, and you find ourself reading e actl t e sa e infor ation again. Worse still is the lazy candidate who writes “see CV” on the application form.

Expect that most organisations in our sector will apply rigorous shortlisting, usually grading a candidate’s comments against the essential and desirable criteria.

The safest way to secure an interview is to demonstrate evidence for each aspect, as set out. Assume the reader won’t go looking for evidence, nor will they assume it.

Successful candidates will be the ones who simply demonstrate to the reader they can do everything the post requires – the clues are all there in the job description.

Finally, do proofread, and then do it again. You rarely get a second chance at securing an interview, and the interview you don’t get could have landed you the perfect job!

Donna Lucas is group vice-principal, HR and Professional Development, at the Shrewsbury Colleges Group and chairs the Association of Colleges’ West Midlands HR Network. She is a Member of SET and the Chartered Institute of Personnel and Development.

CASE STUDY – BARNSLEY COLLEGESpread across numerous campuses and with around 9,000 further and higher education students, Barnsley College was rated outstanding in its last inspection in 2010.

In the academic year 2012-13, the college decided to make its approach to enterprise a strategic priority.

The college invested in a new enterprise department which, in three years, has grown significantly from engaging with a few hundred students, to now engaging with half the student population every year.

The college reports that having a dedicated team makes a huge difference. Enterprise and entrepreneurship is delivered through an enterprise programme which details all the activity, initiatives and opportunities available in the college.

The programme offers enterprise support across the college, and some elements are embedded in courses such as hair and beauty. Retailers, such as ASOS, provide mentoring and funding for start-ups.

Like other enterprising colleges, Barnsley makes the most of Global Entrepreneurship eek.

Last year the college erected a dome in which students did workshops and sessions, held a market stall event and heard inspirational speakers. Participants reported that just having the dome highlighted the fact that not all learning takes place in the classroom.

The college’s iTrust venture, run in conjunction with the Barnsley Chronicle, has supported over 30 businesses, some of which are now contributing and making an impact to the local economy. iTrust supports students and alumni with grant funding, support from mentors and advice to develop new or existing business ideas.

More information on the iTrust initiative is available at goo.gl/RCkCu3

CASE STUDY

Bar

king

& D

agen

ham

Col

lege

Rubina Rashid is assistant principal at Barnsley College. She is a member of the board of Enterprise Educators UK

CASE STUDY – BARKING AND DAGENHAM COLLEGE

CASE STUDY

• Information and resources at Enterprise Educators UK goo.gl/oG0Pwt

• Find out more about Global Entrepreneurship Week at goo.gl/SNNsgo

• Lesson plans and downloads from Barclays Plc at goo.gl bT Me

• Read the government’s 2013 report, Enterprise Education Impact in Higher Education and Further Education, at goo.gl/5ChvPd

• A Guide to Enterprise Education goo.gl AED DF

• Enterprising Yorkshire report on Embedding Enterprise in Further Education goo.gl oeT J

• Young Enterprise goo.gl f a

RESOURCES

An Ofsted report praising its “excellence in innovation and entrepreneurship”, and a slew of awards for the organisation and its staff, indicate that something special is going on in enterprise education at Barking and Dagenham College (BDC).

The college was the National Association of College and niversity Entrepreneurs NAC E Enterprising College of

the ear 2015. And, as mentioned on page of this issue, college entrepreneurial lead and advanced practitioner at the college, Adnan Mahmood, made it to the last 50 in the $1 million Global Teacher Prize.

Tim Carey, curriculum manager (business), said: Enterprise and entrepreneurship is di cult to put in a

box and at BDC it impacts on a lot of teaching areas. It is cross-curricular.

“It is about more than just encouraging students to start their own businesses. It is also about helping our students take all the little steps towards developing the ualities that enable them to succeed.”

A highlight of the BDC approach is the POD (Pitch on Demand , which offers students and local businesses space in which to develop and grow their enterprise ideas and seek support and advice.

Facilities include desk space with T support, a business incubation space, access to seminars and talks, networking opportunities, meeting rooms and a shop where students can sell their products.

“Much of what we do in enterprise education is about breaking down barriers,” adds Tim.

“There is a tendency for small businesses owners, particularly, to employ like-minded people: people with the same ualities as themselves.

“At BDC we are looking to widen enterprise education to include more students with learning di culties and disabilities, and ESOL students.

Information on the POD at Barking and Dagenham is available here goo.gl/ToSt92


learningTECHPutting technology first

With tightened budgets, pressures are stronger than ever when it comes to educators improving their use of learning tech.

Technology has the potential to put the UK’s education and training system on a par with leading nations, including those in the Far East.

And yet, the next generation is being held back in transforming the way the UK sector engages with students, staff and parents.

The problem in the sector is that while there is definitely a will to improve the way technology is used, it’s taking time.

Technology in the education sector should reflect what we use already in our personal lives, although it does have to be safe, controlled and monitored.

Embedding technology isn’t about asking for anything that doesn’t already exist. Instead the challenge is finding a way for technology to fit within the education system.

There are a number of ways

technology can be used more effectively in further education and training.• Using apps and platforms

that successfully engage and interact, and promote a seamless collaboration between students and staff with browser-based technologies, such as Google apps and Google+ communities.

• Encourage staff to understand how technology is evolving in the workplace by giving them time to experiment with technology and take ownership of their training and development.

• Consider how using technology can enable students to access virtual learning environments, and so lead to more in-depth and personalised teaching.

• View technology purchasing as an ongoing investment to learning and involve teachers and students in this process.

• Engage with a teacher network by sharing lesson plans and ideas to create engaging lessons to transform learning.

By Geoff Rebbeck

ANOTHER ROUTE INTO YOUTUBEEveryone is well aware of the value of YouTube in teaching.

But teachers have to remind students that this huge store of information contains the good, bad and ugly, and that judging sources for reliability and validity are skills for everyone who uses the web.

One way to help students from being easily distracted by the YouTube front page, or to help those with visual impairment, is to use a stripped down entry point. Instead, log into Access YouTube which provides access without the usual distractions goo.gl/WOpr0S

ADVANTAGES OF AVATARSTellagami creates an avatar that can be placed on a tablet or phone screen in front of a picture or camera shot. The Avatar characterisation can be customised to a degree in the free version (more options in the paid one). A 30-second recording can be added that animates the avatar.

Tellagami is a great way to encourage verbal contributions from those who don’t wish to be seen, or can’t be seen, on screen. Excellent for more vulnerable learners. Great fun too. tellagami.com

QUICK CHECK FOR PLAGIARISMWhere there is doubt that a student is using their own words, then a quick way of checking for plagiarism is to copy and paste a sentence or two into Google.

It isn’t failsafe, but it will often give you a link to the source. The speed of checking is also valuable.

Better still, tell your students you can do this. It may stop it in the first place. Result!

Geoff Rebbeck is a teacher in further and higher education. He is a Fellow of SET and multi-award winning expert in e-learning. Visit Geoff’s website at goo.gl/nOnHXB

Funds may be tight in education, but it’s important that educators use technology imaginatively and always broaden their horizons, says Chris Lloyd

Aylesbury College has been championing the use of Plickers, a free real-time assessment tool.

Plickers makes use of special cards which are printed and given to students. The tutor sets questions to answer and students rotate their cards to indicate their responses.

The tutor uses a smartphone to capture student responses automatically using the phone’s camera. The results are shown instantly to learners via a projector or screen. Unlike many other systems, Plickers just requires the tutor to have a device, making it low cost and quick to set up. Perfect for a learning check in a class or the workshop.

Find out more about Plickers at goo.gl/BILQIc

TOM ANDREW, LEARNING TECHNOLOGY & INNOVATION CO-ORDINATOR AT AYLESBURY COLLEGE

Chris Lloyd is technical director at 27partners, a company helping organisations to engage with their clients and communities using accessible video technology. Chris is a STEM ambassador. Visit 27partners’ website atgoo.gl/B3bjdc

You can read Chris’s full article at

goo.gl/H3Cm7Q

Online safeguarding and duty of care training for SET membersSET has teamed up with award-winning learning provider EduCare, to offer an online training package of CPD and Duty of Care programmes at a special discounted price for SET members.

The package comprises a range of online learning programmes on essential duty of care topics including:• Safeguarding vulnerable young people and adults• the SEND code of practice• Equality and Diversity• Health and Safety and more….

Every programme has its own downloadable personalised certificate and they are all written or endorsed by subject experts including Family Lives, Bullying UK, UK Youth and YMCA training.

This package is offered to members at a vastly reduced cost of only £19.99 excluding VAT. Whether as an introduction, or a refresher, these programmes are a useful and convenient way to contribute to your CPD. Visit the CPD Resources section of the SET website to find out more and take up this offer - https://set.et-foundation.co.uk

Only £19.99

excluding VAT


geoffPETTYAffecting the disaffected

Disaffection is a symptom of a million ‘diseases’, which is why it is so difficult to treat. It’s not always the student or apprentice who has the problem, either. It can be the design of the course/apprenticeship, or the teaching.

Let’s probe for the most likely solutions. Then if they don’t work, I’ll describe a ‘silver bullet’.

First, a checklist.• Are the students/apprentices studying at the

appropriate level? • Do they have the necessary prior learning? • Have you actively sold the value of your

provision to the learners from the point of view of progression, and the careers, lifestyle and earnings it might open up to them?

• If the course or apprenticeship is not appropriate, can the learner change to something more suitable?

If that’s not found the problem, then what about the teaching? However difficult the student(s) might seem, everyone needs attainable tasks that are reasonably interesting and challenging, and everyone needs some recognition for their work.

Students enjoy creative work, presentations, choice, meaningful activities, and expressing their own opinions. Yes, I know disaffected students don’t behave well when they are given such tasks, but they behave even worse if they are not.

If the work can be exhibited or presented to peers, that is a bonus. Can you photograph the work, or put it on a website so the learner can show it off to their family and friends? Sadly, peer and home attention often trump teacher attention.

No such problems with the teaching? Okay, consider putting the student into ‘intensive care’. By giving special attention: show you value the learner as a person by asking them questions not related to the content of the course or apprenticeship. Show interest in their views by eye contact,

Geoff Petty suggests some ways to get to the root cause of disaffection in students. And FATE could help them find the answer. Geoff is the author of Teaching Today and Evidence-based Teaching

problem that the student has, and then get the student to fix it.

1. FIND THE REAL PROBLEM. Ask how the student feels about the subject/course/apprenticeship, or for the reason for their behaviour or poor work. Do not criticise them and, if you can, avoid criticising the behaviour in detail.

Use empathetic listening. Even if your first instinct is to blame the student, assume in the first instance they are willing and able, with help, to understand and solve the problem by themselves.

Do not jump in with advice or judgements. You may give another’s point of view, but without implying that you yourself hold that view. Show acceptance and interest non-verbally. You are looking for the reasons for the behaviour you want to change.

Useful questions are: “What do you find most difficult?...” For example,

“What do you find most difficult about working with the other students in your group?”

“Why do you tend to?…”“How do you feel?…” For example, “How do you

feel about working in your group?” Show empathy by listening without interruption; nod and use eye contact to show interest; and show concern about their feelings.

2. AGREE A SOLUTION. Avoid blaming them or anybody else. Don’t collude in their blaming either. The student must see how they can solve their own problem. Say that you are only interested in making sure it doesn’t happen again.

Look forward. Ask the student for a way of avoiding or solving the difficulty. Give them the problem, and ask them for a solution: “So if that’s the problem, what could you do about it?”

Offer support in implementing this solution if you can: “Is there anything I could do to help?…”

If a solution is not forthcoming, ask the student to go away and think about it, then tell you what they have decided. If this doesn’t work, suggest a solution yourself, but ask the student if they can think of a better one: “Would it help if I?…”

Ask if they are prepared to carry out the solution.

3. A TARGET IS SET. For example: “So we agree that you will talk to Jess about your disagreement before the next lesson?”

4. AN EVALUATION FOLLOWS, TO SEE WHETHER THE TARGET HAS BEEN REACHED. The student is made aware of the fact that the agreed solution is to be checked: “Good, let me know before next lesson what you and Jess have agreed between you.”

Find, Agree, Target, Evaluation creates the mnemonic FATE. If the first solution the students suggests doesn’t work, ask for another.

This is a powerful strategy, but it will not always work. For example, some students misbehave because they are under stress. Everyone has a short temper and behaves irrationally when under stress, and the cause of the stress may be beyond your influence.

In these circumstances, a counselling service or other referral agency may be able to help.

Don’t blame yourself. Teachers cannot solve all difficulties.

We would all do well to remember the following: “God, give me the grace to accept the things I cannot change, the courage to change the things I can – and the wisdom to know the difference.”

smiling, and nodding. Try using their name more often and in a positive way, and giving them special duties. Do not be judgemental. This is not easy!

Some students are demanding to turn around, but they will be even more demanding if you don’t turn them around. If we don’t give them attention for what they do well, they will demand it for behaving badly.

It might help you to remember that NSPCC poster: “He drinks, he smokes, he spits at his teacher... What he needs is a damned good cuddle.”

Still no solutions? Okay, here comes the silver bullet, but it takes time: diagnose the particular

• Search online for ‘evidence based discipline and classroom management geoff pett for a free do nload.

FURTHER READING


Writer’s Blog

Book reviewersWant to review a book or have a book to review? Contact us at [email protected] books

Improve your skills with a limited time investment

Putting research under the microscope in an informative, relevant way

A Teacher’s Guide to 14-19 Policy and PracticeBy Lynn SeniorRoutledge: paperback978-1-138-83230-5

Even in 2017, skills-based learning and apprenticeships are still considered a second choice for young people.

Raising the compulsory education participation age places the 14-19 curriculum under intense scrutiny from both politicians and parents, putting pressure on managers and teachers to ensure that student achievement rates reflect the levels of investment in this education initiative.

Lynn Senior’s book should be key reading for all professionals working in the 14-19 curriculum area. The guide is both comprehensive and succinct, and it successfully demonstrates the teaching and learning model and structure to support effective vocational learning provision.

In four easy to navigate sections – the political environment, teaching and learning strategies, making 14-19 work, and wider skills for the 14-19 practitioner – theoretical perspectives and teaching methodologies are deconstructed and explained.

Each section offers activities for the reader to review new information, reflect on their own practice and undertake further exploration in relation to their own vocational specialism and interests.

The political environment provides the underpinning knowledge in the form of a potted

history of vocational education in the UK, and provides interesting examples of the range of approaches used across the world. This supports excellent contextualisation of vocational education in a global skills market, as well as providing a clear view of why 14-19 is so important to the UK economy.

In true vocational learning style, the guide provides plenty of pedagogical underpinning from emotional, social and motivational learning for adolescents and young people, through to teaching and learning strategies and methodologies.

Practical exploration is provided through examining teaching models and the use of resources, and is topped off with an exemplar lesson plan that provides a concise example of how these aspects contribute to a motivating lesson.

Assessment theory is explained and demystified and the reader is left with a clear picture of the function and purpose of vocational learning, and why effective evaluative feedback is central to successful student outcomes. While this book is concise, it provides a comprehensive overview of current 14-19 provision in an easily accessible format with plenty of references and links to further research.

Each section provides an excellent summary of policies, teaching methods and widening teacher skills that offer the reader opportunities to extend their knowledge and understanding, and develop their teaching skills with a limited time investment.

Reviewer: Jacqui Lawrence is a freelance educational oversight inspector and a Fellow of SET.

A Practical Guide to Classroom Research By Clive MillarCritical Publishing: paperback 978-1-9111-0636-4

The book begins by addressing the chicken and egg problem about the starting point of research – is it theory or practice? It offers a good insight into both approaches, as well as highlighting some common misconceptions.

A key element for me was a section in chapter 1, about the researcher voice. It urges readers to research something they are interested in, write with feeling and passion, and to express opinions and thoughts. I found this very relevant.

The book went on to stress the importance of having a good research question. I know from my own experience that what you initially thought was a good question fails at a later stage in the research.

The book gives you a set of criteria and a methodology to help you check the validity of your research idea. It then looks at how your research question can be put to work and adapted, with real examples and reflections on how to develop your question.

The book follows a logical sequence, with each chapter building on the concept introduced previously. It mixes research methodology with the reflections of real researchers.

Most of the researcher examples and comments relate to English projects, but the underlying context would be just as appropriate to a mathematical researcher, which is my specialism, or indeed many other disciplines and vocational areas. The book is informative and relevant.

Reviewer: Michael Allcock is mathematics team leader at HMP Humber. He took part in the Exploratory Research in Maths and English Programme run by the Education and Training Foundation and SUNCETT.

MEMBER OFFERClaim a 20 per cent discount on the RRP of this book and other Routledge titles on these two pages when ordering from Routledge at goo.gl/lGZEPPUse code INT16.

ffer e pires 31 May 2017

MEMBER OFFERSET members are eligible for

per cent off the RRP for this book and all other Critical Publishing titles on these two pages. Must be ordered from Critical Publishing at goo.gl/51lU4Q Use discount code CMGCR01. ffer is valid until 31 May 2017.

1. Getting it right. In a weekSeries editor Susan WallaceCritical Publishing: paperbacks T ree oo s ic off t is ne series, with the trio subtitled: Lesson Planning, Behaviour Management, and Mentoring.

The idea that, as a busy teacher, you can master any of the three topics in just seven days, surely has strong appeal.

The books, each under 100

pages and in what can just about be described as a pocket-sized format, share the same basic structure. Each is divided into seven sections (one for each day) and ends with further reading.

Every section comprises a number of strategies for readers to try, along with practical e a ples. T ese are ac ed by relevant and very brief theoretical snippets called “A Spot of Theory”.

Hugely practical, mercifully brief and clearly structured, these little books will build into a complete volume (more are planned in this series) that might yet be called ‘How to become an e pert teac er in a ee .

Although clearly, not in the same week.

2. How we learn (second edition)By Knud IllerisRoutledge: paperback978-1-1386-8981-7 As suggested by the title of this book by Illeris, a Danish professor of lifelong learning, the aim is to give readers a thorough understanding of learning and teaching by stripping it down to its fundamental biological, neurological, psychological and

sociological components and sub-systems.

The book discusses types of learning, the content of learning, incentives for learning, the sociology of learning, barriers and preconditions to learning. The section in chapter 12 on learning in working life, and Chapter 13 (learning, education and society), are particularly interesting.

There is no getting away from the fact that this is an academic read with liberal references to t e greats suc as Dewey, Freire, Freud, Gagne, Gardner, Kolb, Lave, Piaget, Vygotsky and Wenger, among many others.

As such, it can hardly be classed as an easy read. However, Illeris, and his translator, have done a decent job of keeping

things reasonably accessible and engaging.

It is also a politically aware book; written, and substantially revised in its second edition, in t e conte t of a perceived gro t in t e in uence of neoliberal ideas on education.

T is second edition of lleris s book bears all the hallmarks of an e cellent te t oo .

By Ann Gravellshat’s the difference between

initial and diagnostic assessment get confused between the two

terms and can’t seem to come up with a definition for each. The term initial would imply it’s done at the beginning of something i.e. a course, a session or a new topic. But what exactly does the initial assessment process involve s it separate from, or does it

incorporate, diagnostic assessmentPerhaps initial assessment is to

do with the learner. In other words, why they want to undertake study or training, which level is suitable for them, and any particular needs or requirements they may have.Diagnostic assessment could therefore be about the subject. In other words, to ascertain (diagnose) a learner’s skills, knowledge, understanding, and gaps in learning. If so, which term embraces any support a learner may need, such as with English, maths, ICT, academic writing and study skills? Dare I even ask where learning preferences fit in?! Confused? Me too! Am I being pedantic regarding terminology? Does it matter what it’s called as long as it’s done?

I’d love to hear your thoughts and your definitions. Just e-mail me at ann anngravells.com

Ann Gravells is an author, training consultant and is a Fellow of SET. See

nn s oo s at goo.gl KTNFB1

MEMBER OFFERS1 See Critical Publishing offer above 2 See Routledge offer above


membersFORUM


inTUITIONGET IN TOUCH

[email protected] Society for Education and Training, 157-197 Buckingham Palace Road, London SW1W 9SP.Editor: Alan Thomson [email protected]

PUBLISHINGinTuition is produced and published on behalf of The Society for Education and Training by Create Publishing Ltd, Anerley Business Centre, Anerley Road, London SE20 8BD Advertising: 020 8676 5608 Printed by: PCP Ltd, TelfordCover image: Phillip Waterman

SUBSCRIPTIONSinTuition is sent to all members of The Society for Education and Training and is available on subscription to non-members. For non-member subscriptions enquiries, or to purchase single copies telephone 0800 093 9111 or email [email protected]. Annual subscription rate for four issues: £50 (UK); £60 (rest of the world).

CORPORATEThe Society for Education and Training is the membership service of The Education and Training Foundation. The Foundation is a registered charity (charity number 1153859) and a company limited by guarantee (company number 08540597). www.et-foundation.co.uk

The views expressed in this publication are not necessarily those of the Education and Training Foundation or the Society for Education and Training.

03

17

The tenth annual National Apprenticeship Week will see scores of apprentice-related events take place around the country. More information and resources at goo.gl/fU7r1d

The third FE Week Annual Apprenticeship Conference will be held in Birmingham ahead of the launch of the apprenticeship levy in April. For more information and booking visit goo.gl/e1JJcL

Time to give FE and training a clear purpose This issue’s interview with Alison Wolf (page 10) provides plenty of food for thought around the nature and the purpose of further education and training in England.

Dame Ruth Silver, co-chair of the Skills Commission and the Founding President of the Further Education Trust for Leadership (FETL), liked to call FE the “adaptive middle”. This is an accurate description of FE’s role which, historically, has been to do whatever it’s told to do – often in response to what’s going on in our school and university sectors. Our schools, while greatly improved, still produce too many young people with low standards of achievement.

An OECD skills study in 2016 placed England bottom in an international comparison of literacy skills for 16 to 19-years-olds, and second to bottom for numeracy.

This is not to blame our school colleagues, who face their own pressures. But, increasingly, it falls to FE to pick up the pieces, especially in maths and English.

Meanwhile, our higher education system has grown so vast that it exerts the gravitational pull of a small planet; sucking in huge numbers of students (and public money) to degree-level courses.

Consequently, higher level technical and professional qualifications wither on the vine while employers cry out for more highly qualified technicians in engineering, IT and construction.

Much of FE and skills is, on the one hand, a second chance saloon for school leavers and, on the other, a co-opted partner in the university supply chain. That FE meets these twin demands, while also skilling and reskilling people for work, can seem like a minor miracle.

We are at a critical juncture. The government’s reforms of vocational education and training promise to strengthen FE and training providers as centres of professional and technical excellence.

Given a clear mission and the necessary funding, FE and training providers may finally divest themselves of that undeserved label of being 'that bit between school and university'.

Read the OECD report at goo.gl/sJF02w

Pedagogue is a Member of SET

CAREER STORIESSET is gathering members’ career stories as part of a careers support project. The aim is to publish these stories in inTuition, inTuition Extra and on the SET website to help inspire new and existing members to take the next step in their careers.

SET is also publishing Meet a Member articles online. Louise Fowler, a senior defence trainer at Babcock International, was featured recently. Read her story at goo.gl/41gAAx

If you'd like to share your career story, and/or be the subject of a 'Meet a Member' feature, please email [email protected]

MEMBER NETWORKINGBelonging to a professional body like the Society for Education and Training provides great networking opportunities for members looking to join supportive practitioner communities.

Regional networks are being set up across England, so far including: Portsmouth, Colchester, Newcastle-upon-Tyne, Burnley/Blackburn/Preston, Bradford and London.

Members are looking to set up local meetings to discuss professional issues and provide additional support. Meetings are planned in Bradford and Colchester on 23 March, Newcastle on 29 March, and in Brockenhurst, Hampshire, on 8 June. More are in the pipeline.

To sign up for these events visit ETF Booking at goo.gl/aX0Mcp

To join an existing network or set one up, please email [email protected].

LEADERSHIP DEVELOPMENTHigh quality courses are available for teachers and trainers aspiring to leadership roles.

The Teaching LEAD Programme, which is funded by the Education and Training Foundation, and is delivered in conjunction with the University of Bolton, comprises three, long-weekend sessions supplemented by online support. Co pletion is certificated.

Details can be found at goo.gl/TepzcZ

RESEARCH APPEAL SET member Bebi Rasheed Karim is looking for input from fellow members to help her with a pilot study into the psychological wellbeing of teachers and trainers in further education and skills.

Bebi is assessing the scope for more detailed

research into the causes and precursors of poor wellbeing among teachers and trainers. She is particularly interested in the implications of wellbeing for career development and maintaining diversity in the workplace.

If you would like to share your experiences or have information that may help Bebi please email her at [email protected]

LEGAL BENEFITDon’t forget that as a member of the Society for Education and Training you can access free legal advice through Law Express. Just call the helpline on 0800 0921980 any time from 8.00 – 20.00 Monday to Friday, and 9.00 – 12.00 on Saturdays and Sundays. Have your membership number handy.

For more information visit goo.gl/H92Ux0

6 22 1812.30-1.30pm SET Webinar (Part 2). This will explore how the findings discussed in the first webinar can be translated into practice. To register and access the recording visit goo.gl/tE7BNz

1612.30-1.30pm SET Webinar. Delivering apprenticeship end-point assessment – my options and opportunities as an assessor. To register visit goo.gl/9OqlSe

Association of Colleges/Education and Training Foundation Spring Policy Conference is covering topics such as English and maths, apprenticeships and inspection.For information and booking visit goo.gl/hm0qaQ

2912.30-1.30pm SET Webinar (Part 1). The Behavioural Insights Team (BIT), a social enterprise, discusses improving attendance and achievement in maths and English. To register and access the recording visit goo.gl/KPjKJc

910 24 05

176SET membership renewals open. Members can renew their membership easily online at goo.gl/xGIwLd

ETF

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