OnDemand: JCQ Exam Access Arrangements – Assessing for Mathematical Fluency

Assessing and understanding maths fluency is the JCQ requirement that secondary schools and Further Education Colleges will need to understand for this year’s regulations this course will help you to address this issue.

Introduction

This webinar will examine the construct of mathematical fluency. Fluency with number is largely influenced by working memory and speed of processing efficiency. We will look at how this may present in the classroom in terms of typical and atypical behaviours, how fluency can be impacted by mathematics anxiety and how that can be managed, and how to investigate maths fluency efficiently in an EAA assessment.

Course Description

Mathematical difficulties are recognised to be one of the largest barriers to learning and career success. It has been noted that 22 percent of 16 to 19-year olds in England are functionally innumerate. This figure seems be confirmed around the world as an accurate figure for the numbers of people who will have severe difficulties with mathematics. It has also been estimated that 30 to 70 percent of people with a specific learning difficulty will have a higher-than-chance overlapping difficulty with mathematics, (Pennington et al 2019).

This course will enable the participants to understand mathematical fluency. Fluency with number is largely influenced by working memory and speed of processing efficiency, how these difficulties impact on understanding of mathematics will be explored in this webinar.

This course is not designed to cover the SASC guidance for assessing dyscalculia but an opportunity for assessors and Specialist teachers/ SENCos to enhance their knowledge to improve their practice

  • Understanding of the concept of maths fluency
  • How to identify a learner with Maths Fluency difficulties
  • How to make sure you comply with the JCQ regulations
  • Understanding maths anxiety and its impacts on maths fluency

Course Outcome

Delegates will understand:

  • The concept of maths fluency
  • How to identify a learner with Maths Fluency difficulties
  • How to make sure you comply with the JCQ regulations

This course will not cover how a SASC diagnostic report should be written for learners with dyscalculia or and a maths difficulty as this is covered in the following webinar: On-Demand: SASC Guidance on Dyscalculia: SASC Authorised

Pre-requisites

None needed

Eligibility

This course is designed for anyone involved in the collection and assessment for learners who need a JCQ access arrangement.

Timings/Access

This course is on demand and is a recording of a live event.

Delegates will have direct access to the event in the ‘My Online Events’ section of their account for two weeks from the payment date, and can watch as any times as they like during that period. Please allow a few minutes for it to appear, or refresh the page if necessary.

Course Materials

Delegates will be able to download handouts and print off to have with them while watching the recordings.

Terms & Conditions

Please note, this training must be paid in full before access is given to the webinar. By submitting a booking, you are agreeing to pay Patoss Ltd within 30 days. You are also agreeing to accept our Cancellation/Transfer Policy and Terms and Conditions which are shown at the bottom of the website page 

Delegates will be responsible for ensuring that they have suitable Wi-Fi, hardware and software to enable them to view the webinar.

Contact

Sheila Rostill, Webinar Administrator

E: srostill@patoss-dyslexia.org

T:   07956 644 786

When & Where

Show Past Events

Cancellation/Transfer Policy

Please ignore the date that comes up when you book your ticket. This refers to when the course was set up and does not affect your access to the course. 

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This course is worth 2 hours CPD