Level 3- Post 16 Innovation- Parents as partners

Picture1.png

 

 

Professional learning- Working with parents to enable them to understand how their children are taught mathematics and how they can support this learning at home can have a great impact on both of their attitudes towards mathematics. Although this will be an innovative project, I have seen evidence of impact of improving parent’s confidence with mathematics through my teaching of Adult GCSE. For example, one adult learner was in tears when she knew that she had to take GCSE Maths in order to progress onto Access to study nursing. She had hated it at school and was terrified. She grew to really love the subject and now spends every weekend doing maths with her primary school child just because it is fun. She is happy to come and talk at the start of the course.

 

Teaching and/or leadership practice- We will be using the material from Making Sense of Maths (Realistic Maths or Dutch approach). This will be adapted to meet the needs to children and their parents. We will also use material from mixed attainment maths as it is likely that the Year 7s will come from a range of abilities and their parents will have very different mathematical backgrounds

 

Whole school/ departmental policies and approaches- The course will involve parents attending a one and a half hour session every week from January to Spring holidays with their children that are in Year 7. These lessons can be held at the City of Liverpool College or Calderstones (which has been suggested as the partner school). We could also do a trip together at the end of the sessions to do a maths related activity in an everyday context. The idea being that not starting until the second term gives the school a chance to assess students and refer particular students to take part in this.

 

Pupil achievement, attitudes, participation or experience- We would plan to work closely with schools to support individual children’s learning alongside the learning for adults, through trips and other interventions which will encourage children to value and enjoy learning mathematics in many ways and at any point in their lives.

As well as monitoring the adults’ outcomes, we will work with schools to compare expected outcomes for the children and track improvements in their learning.

We hope to see adults make progress in understanding how their children are being taught and how they can support this, while working on developing their own skills.

Adults can then be referred to Functional Skills, GCSE or even A-level evening classes (I work at a college where Functional skills runs all year and GCSE and A-level maths classes run from September to June).