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Section 6a. Numeracy Achievement

Raising achievement in numeracy

There are many factors which contribute to learner achievement:

  • Are learners on the right course? Are initial and formative assessment used effectively?
  • Are all staff enthusiastic about maths, confident in their own skills and appropriately qualified?
  • Is there enough time for teaching maths? Is the teaching relevant, engaging, effective and differentiated?
  • Do learners see the point of maths, gain confidence and find maths enjoyable?
  • Is there enough time and teaching to prepare learners for accreditation?

Great Yarmouth College developed a Raising achievement checklist to assess what was needed to improve their numeracy achievement.

Learners began to see the links between learning in vocational sessions and in skills sessions. Gradually the questions set moved away from the vocational context to generic test questions in preparation for numeracy tests and the move to transferable skills necessary for functional skills assessments.
Over the 10 weeks of the project we saw an improvement in the confidence of the learners and also in their enjoyment of maths. 100% agreed that they had made good progress with maths this term.

(Great Yarmouth College case study document)

The Assessment Starter Kit provides information and materials to support the process of assessment leading to high achievement.

Preparation for adult numeracy qualifications

Move On Teacher Route
Stop 4a has progress checks at E3. Stop 5 has pointers to test success, test preparation  guidance and a summary of entry level qualifications.

Train to Gain Provider Guide
Section 10 is all about achievement.

Move On Learner Route
For independent test practice, including E3 tests. ‘Tests’ are more recent examples, ‘checks’ are early test for skills development. Make sure learners know how to review their answer.

Section 6b: Preparation for Functional Mathematics