Good Practice Guide - Maths & English

Operational Planning and Timetabling

  • Accurately forecast student numbers based on school GCSE predicted grades collected at interview to provide a platform for operational planning
  • Centrally timetable all maths and English sessions using a collaborative approach between curriculum managers and maths and English managers which will ensure maximisation of resources as well as creating balanced study programme timetables for each individual student
  • Layer timetable sessions to include Functional Skills, GCSE and directed study using a system of intelligent student groupings within the vocational areas
  • Timetable directed study sessions in PC rooms where students can use online learning programmes to further develop their maths and English skills as well as a variety of targeted tutorials
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  • Consider student ability and level when allocating time slots to boost attendance, avoid first and last slots of the day for Entry Level 3/ Level 1 functional skills groups and ensure maths and English are always on different days
  • Plan synchronised, protected “non teaching time” for maths and English teaching staff to enable effective communication, focussed planning and continuous professional development
  • Develop relationships with feeder schools and ensure that GCSE results are shared with CIS immediately after results day and then validated using the PLR once available
  • Stream students according to prior attainment and vocational subject using a clear, easy to follow guide that is shared across all college departments
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  • Students allocated to the right class, studying the right qualification, right away which is recorded in an individualised electronic timetable available to all students
  • Use unique coding system for maths and English registers as well as assign group numbers to all sessions to enable report analysis by qualification, level, teacher, class and vocational group
  • Conduct specific GCSE and Functional Skills based diagnostic assessments to record starting points and set SMART targets during the first few weeks of term
  • Recognise the potential of large caseloads for maths and English teachers and ensure staff timetables are realistic and allow for additional contact time such as facilitation of drop in sessions and study days