Research by Cambridge Assessment shows that 53 per cent of the students retaking GCSE English and 60 per cent of those retaking GCSE maths did not improve their grade.
Female students were more likely to improve their GCSE English grades than males, whilst the opposite was true for GCSE Mathematics, and students of high prior attainment were more likely than students of low prior attainment to achieve an improvement.
The research, published in the Spring edition of Research Matters, concludes:
“Although the policy of improving literacy and numeracy levels amongst school children and ensuring that all young people gain good qualifications in English and mathematics by the age of 19 seems to be a good idea, its implementation has perhaps not had the intended impact in practice.”
and goes on to say:
“There might be more fitting solutions or alternative pathways to enable students’ English and Mathematics skills to develop further (e.g. high-quality Functional Skills qualifications or other qualifications relevant to the world of work).”
Check out the Skills for Life Network E-News Update May 2022 for a round up of what’s new and what’s happening in maths, English, ESOL and digital skills in the FE and Training sector.
On Tuesday 24th of May 2022, AELP in partnership with The Skills Network will run the Maths and English Summit, which will give providers the opportunity to come together to attend a dedicated event focusing solely on maths and English provision.
Round five of the DfE-funded Taking Teaching Further initiative that supports providers to recruit teachers, including maths, English and SEND specialists, is now open.
The government is seeking your views on proposed changes to the special educational needs and disabilities and alternative provision system in England.
This new online community space provides a place where you can share and learn from each other, and increase your access to learning technology expertise and digital pedagogy.
Which students benefit from retaking maths and English GCSEs post-16?
Research by Cambridge Assessment shows that 53 per cent of the students retaking GCSE English and 60 per cent of those retaking GCSE maths did not improve their grade.
Female students were more likely to improve their GCSE English grades than males, whilst the opposite was true for GCSE Mathematics, and students of high prior attainment were more likely than students of low prior attainment to achieve an improvement.
The research, published in the Spring edition of Research Matters, concludes:
“Although the policy of improving literacy and numeracy levels amongst school children and ensuring that all young people gain good qualifications in English and mathematics by the age of 19 seems to be a good idea, its implementation has perhaps not had the intended impact in practice.”
and goes on to say:
“There might be more fitting solutions or alternative pathways to enable students’ English and Mathematics skills to develop further (e.g. high-quality Functional Skills qualifications or other qualifications relevant to the world of work).”
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Skills for Life Network E-News Update May 2022
Check out the Skills for Life Network E-News Update May 2022 for a round up of what’s new and what’s happening in maths, English, ESOL and digital skills in the FE and Training sector.
Maths and English Summit
On Tuesday 24th of May 2022, AELP in partnership with The Skills Network will run the Maths and English Summit, which will give providers the opportunity to come together to attend a dedicated event focusing solely on maths and English provision.
Taking Teaching Further
Round five of the DfE-funded Taking Teaching Further initiative that supports providers to recruit teachers, including maths, English and SEND specialists, is now open.
SEND consultation: have your say
The government is seeking your views on proposed changes to the special educational needs and disabilities and alternative provision system in England.
AmplifyFE Community Space
This new online community space provides a place where you can share and learn from each other, and increase your access to learning technology expertise and digital pedagogy.