Nathan Rogan, Senior Education Advisor, and Nicola Pearton, Education Advisor from the Education and Training Foundation highlight the benefits of continuous professional development opportunities for maths and English teachers.
It was a moment that has stayed with me, when one of my learners, resitting his English Language GCSE, said this was his favourite lesson of the week. I was stunned. The same learner who had started the year, feeling like he ‘hated English’ was now saying it was his favourite lesson.
Findings from research commissioned by the Education and Training Foundation (ETF) showed how most learners respond well to interactive and practical teaching methods that link to real-life scenarios and situations and in my case, I tried a new approach to teaching using themes: such as reimagining my classroom as a Victorian operating theatre to engage learners with a particular 19th century fiction text, along with videos, topical quizzes and an exploration of the theme, which I found in turn, increased their willingness to engage with the text itself, whilst opening up their imagination and curiosity.
GCSE and Functional Skills English and maths lessons can feel like an exam factory, constantly regurgitating questions to try to prepare learners for the exam at the end. Whilst there’s no doubt we need to use past exam questions in our lessons, the risk is we disengage learners and, potentially the teachers themselves, teaching the same lesson structure day in, day out. Teachers need time for effective CPD so that they can motivate and engage learners. Examples of this were shown in research conducted as part of the Centres for Excellence in Maths (CfEM) project – funded by the Department for Education and delivered by the ETF – which found that the use of gamification in maths teaching had a positive impact on learner engagement and that using bar models and ratio tables improved learner engagement and confidence.
Similarly, collaborative CPD sessions provide the opportunity for teachers to explore different pedagogical approaches and innovative techniques such as integrating technology, gamifying complex concepts, or linking maths principles to real-world scenarios relevant to their learners’ courses or apprenticeship roles. By making English and maths lessons more applicable to everyday contexts, teachers can help learners see the value of these subjects, increasing learners’ motivation and retention of knowledge.
CPD provides teachers with dedicated time and resources to reflect on their teaching practices, critically assessing what works in the classroom and what doesn’t. For English and maths teachers working in the post-16 sector, where learners may have different levels of engagement, prior knowledge, and diverse learning needs, opportunities for regular reflection on practice are especially valuable. CPD that incorporates reflection, encourages teachers to consider these issues in a structured way, helping them to create lessons that are more responsive and effective.
Equally beneficial is the opportunity for collaboration that CPD provides. When teachers come together to share experiences, strategies, and resources, they not only benefit from collective knowledge but also create a support network that enhances their own resilience and motivation. One of the key themes in feedback from teachers who participated in the CfEM project was how much they valued being part of a community of practice that provided opportunities to work together to solve common problems and a space to celebrate positive classroom experiences. It is a rewarding moment when you introduce ratio tables to your class and have learners exclaim, “why did no one ever show me this before?” But it’s even more rewarding when you can share this with someone who understands how significant a moment like this is for learners who may not have felt that they were successful in maths for a long time.
To ensure that the benefits of CPD are fully realised, institutional support is crucial. It would be highly beneficial for colleges and training providers to prioritise CPD by setting aside dedicated time for teachers to experiment with new methods, engage in reflective practices, and collaborate with others. By creating a supportive infrastructure that prioritises CPD, institutions invest in the long-term development of their teaching staff, ultimately leading to improved staff retention and better outcomes for learners. When teachers are encouraged and supported to refine their skills and approaches, they can better engage their learners and create a positive learning environment that equips young people with the English and maths skills necessary for their future success.
A final point to consider is the impact of CPD on teacher retention. Research indicates that providing high-quality CPD opportunities for staff positively impacts retention, particularly for early-career teachers. This is crucial in a sector with a retention crisis that shows no signs of going away. So, in the interest of both our English and maths teachers and learners, a focus needs to be placed on a provision of developmental CPD.
The Education and Training Foundation is sponsoring Learning and Work Institute’s English, Maths and ESOL Conference 2024. Find out more about the event and about ETF’s offer for CPD.
