Maths Gcse

My experience of engaging young people with learning / behavioural difficulties in maths sessions. Teaching young people with challenging learning / behavior difficulties is very rewarding when they start to make good progress. I went into teaching because I want to make a difference in young people's life and teaching learners with SEN helps to bring out the best in my teaching. Their behavior sometimes arises from unmet SEN; identifying these needs can prevent problems from escalating. Since I became a teacher, identifying SEN of the learner at an early stage and liaising with the Special Educational Need Coordinator (SENCO) of their pervious school or educational provider as soon as possible has helped to understand their needs better . Understanding the young person's needs and wants has helped the learners to have respect for me as their teacher and are able to work better in my class. Because the learners can relate to me better and can trust me, this helps to create a good and positive atmosphere for teaching and learning to take place without behavior difficulties in my maths lessons. My personal skills and qualities that makes me a good Maths Tutor. I have been a maths teacher for more than ten years and have worked in many educational establishments in east and west midlands. During this time, I have enriched my experience as a maths teacher and have worked at Rainsbrooke young offenders secure unit in Rugby, teaching adult GCSE with all three exams body (OCR, AQA & Edexel) , adult numeracy entry level 1,2 & 3 , and level 1&2 numeracy , and one to one maths GCSE tuition with children in care with Leicestershire County Council . Currently teaching Key stage 3&4 mathematics at Brockington College in Enderby Leicester As a maths teacher, I am aware of my duties and responsibilities and am familiar with the current educational policies & support structure for all learners and young people in a learning environment. I understand that inclusion does not mean treating all learners in the same way, but rather taking account of their varied life experiences, home circumstance, talents and handicaps, thus helping to promote a tolerance and understanding of difference in our diverse society. By offering the learners challenging education, I will help to raise the standard of attainment of disadvantaged young people living in Leicestershire and help them to be gainfully employed.

My understanding of the term 'differentiation' Most of the classes or small teaching groups I teach are filled with a diverse cross-section of students. Students arrive in the classroom with varying abilities, learning styles, learning disabilities, and facilities with the English language. As a teacher, I have developed ways to differentiate my lesson using a variety of techniques and strategies that address the varying needs of all students by adopting a very good ; . Lesson Planning and the Learning Environment . Teaching Strategies . Differentiated work to suit the learners or young person . Learners with special education needs (SEN) . Different ways of assessment To help me carry out my work as their maths tutor, I will get all the necessary information about the learners & an up-to-date educational qualification and skills to help me to understand how best to help them. I would allow learners to use their preferred leaning style so they can improve their ability to retain what we have learnt. Some of the learners may have one or more of the three learning styles known as VAK. . Visual : The learners prefer to learn by looking at things . Auditory: The learners prefer to learn by listening . Kinaesthetic: The learner prefers to learn by physical involvement. I will encourage the learners to use mind maps, which is an excellent tool for effective learning. It helps to stimulate the right and left side of the brain and helps to combine language, color and symbol to make an excellent memory tool, which can help them to remember mathematics formulas (e.g. Area of a Circle / Triangle / Square / Rectangle, Pythagoras Theorem, Trigonometry etc) in tests and exams situations.

My understanding of the 'Functional Maths' qualification. Functional skills in maths are a ways of applying Mathematics to everyday life to maximize time, profit, output etc. Functional maths skills help young people to function well in our society. I will promote functional skills maths qualification to the learners through different activities like their interests, skills and work experience. I will make use of their interest in life to enhance my teaching of functional skills to make it more interesting and be motivated to do well in my lesson. They will be able to apply their mathematical skills at work place, outdoor activities, travelling, shopping and other works of life. For example; . Currency : They will be able to convert from one currency to another if they need to go abroad . Travelling : To know how to work out train / bus time table and how to calculate how long it will take to get to their destination if they know how fast the bus / train is travelling and at what speed. . Shopping: To work out best buys at the super market and to know when an offer is best value for money. Etc Entry 1,2 & 3 maths are stepping stones to encourage young people who have had anxiety in maths in the past to develop coping strategies, for example, telling the time, how to work out the bus/train time tables, shopping, working out percentages of an amount etc. This will help to build up their confidence and encourage the young person to have a positive approach to maths and may be go on to do Level 1&2 or GCSE Maths. Functional skills entry levels maths are assessed and marked by the teacher or education provider. Level 1 & 2 functional skills maths is a qualification suitable for young people aged 14 and above. It is an ideal qualification for learners wishing to develop practical, transferable skills in Mathematics in order to work confidently, effectively and independently in life. It is suitable for a wide range of individuals wishing to further their educational qualification such as Foundation Learning, Diploma and Apprenticeships. Most employs recognize the qualification and most educational establishment will allow any learner with a level 2 maths qualification to enroll for GCSE. The exam is set and assessed by OCR or Edexel.

My understanding of 'alternative school provision' and 'Foundation Learning'. Alternative School provision Alternative school provision is also known as alternative education are ways to describe provision for pupils which does not take place in a mainstream or special school. School is the best place for most children to learn, but for some children, an education outside of school can be the most appropriate option.

Under section 19 of the Education Act 1996, Local Authorities have a duty to provide suitable education for children and young people of compulsory school age who cannot attend school - because of illness or exclusion from mainstream school.

Schools can arrange alternative provision for their pupils as part of their strategies for reducing exclusions. For pupils who are not succeeding with school-based learning or may be at risk of exclusion, alternative provision can help improve motivation and address problems. This provision could include placements in FE colleges, vocational training or projects run by the voluntary or private sectors. This type of provision is usually part-time, with some time still being spent in school Schools must ensure that any education which they commission from outside bodies is of high quality, and ensure that robust systems are in place for monitoring the provision. They must ensure that health and safety requirements are complied with, including that all staff working with children have appropriate criminal records bureau checks. Foundation learning

Young people on Foundation Learning follow personalised programmes that are tailored to their particular needs, interests and aspirations - focusing on helping them to achieve their intended destination - such as GCSEs, level 2 college courses, Apprenticeships or skilled work. In some cases a young person's programme may be more about working towards supported employment or independent living. Personalised programmes should incorporate three key components: . vocational/subject learning . personal and social development . functional skills. The design of specific programmes is based on initial assessment and includes advice, assessment and support. Programmes lead to a mix of small, flexible qualifications, mainly drawn from the Qualifications and Credit Framework plus Functional Skills, to enable young people to progress in the way they wish.