Challenges for Providers
The EFT Guide to “Maths and English in Traineeships” also identifies a number of challenges for providers to consider when delivering English and maths. We have identified some good practice and approaches to address these:
Employer Expectations are Rising:
Employers are demanding higher levels of skills in the traditional applied basics of English and maths. For example, arithmetical accuracy and spelling, punctuation and grammar.
Emphasis on Final Exams:
Greater emphasis is now being placed on assessment by final examinations than on coursework. Exam skills, such as question/task-interpretation; selectivity and prioritisation; and managing the pressure of limited time, will need to be incorporated into delivery. However, these attributes are also important employability skills.
Many learners will have struggled with English and maths before the Traineeship so may resist having to carry on learning these subjects. Traineeships are an opportunity to re-engage and motivate learners.
Some learners may have felt fairly confident about their English and maths, and have been genuinely surprised or disappointed not to have gained a Grade C or better, or Functional Skills Level 2. A Traineeship presents learners with an opportunity to achieve a higher level.
Learner ‘autonomy’ and engagement are expected to form part of current teaching methodologies, and self-motivation, self-direction and independent and co-learning should be encouraged.
Duration of Traineeship:
Traineeships are limited in their length so it is important to prioritise areas for improvement and select the most effective teaching methods for the individual trainee.
Staff delivering English and maths as part of a Traineeship programme may need CPD support in those subjects to be fully effective. Providers could consider seconding teaching staff from other providers where existing staff do not have appropriate qualification or capacity.