Alongside supporting a Civil Engineering lecturer through a collaborative practice model of CPD, the project lead of the Easing the Transition from School Mathematics to University project also supported Professor James Davenport of the Department of Computer Sciences at the University of Bath. The support provided took two distinct phases (the document at the bottom of the page captures these phases, and learning from them, in full):

1. Phase (1): Observations of A level Maths classes by James Davenport

2. Phase (2): Project lead visit to the Department of Computer Science to discuss current A level subject matter and to help inform future course content, support and delivery

The two phases of the project enabled the department to gain a true insight into the practices of A level pupils and to develop an understanding of the subject matter they can expect their students to have experienced in their A level courses. As James Davenport said:

Any lecturer who is about to embark on first-year teaching should know the [A level course content, and get a feel for its delivery], and this one-day intensive exposure is the best way to do it.

Discussions and reflections from phase (2) suggested that the project will: inform the development of future course materials; support mechanisms to improve student experience; and help undergraduates come to terms with transitional issues in coming years.

The document below outlines in detail the reflection and learning across both phases: