Mathematics Subject Leader Development Meeting 22 nd November 2006
Jan 11, 2016
Mathematics Subject Leader
Development Meeting
22nd November 2006
Programme for the day - am
Welcome and Introductions RAISEonline Worcestershire Grid for Learning
Reviewing Progress and Leading Change for Improvement
KS4 SoW
Programme for the day - pm
Summary of 2006 Results Leading Professional Development
through Collaborative Planning
Developing Dialogue and Reasoning Intervention and Study+ Update on Further Mathematics Centre
RAISEonline
Reporting and Analysis for Improvement through School self-Evaluation
Worcestershire Grid for
Learning
Worcestershire Grid for Learning
New layout- more layering of zones, fewer lists.
All zones containing downloadable documents are labelled in the same way - look for the Document Exchange at the top of the page.
Regular updates
Reviewing Progress and
Leading Change for
Improvement
Aims for the session
To review and share successful developments in leadership and management
To develop a vision for mathematics in your school
To revisit your departmental priorities
Discussion
Identify a successful development
that you have recently led in your department What did you develop? Why did you decide that this was a priority? How did you go about the development? What was your role in leading the
development?
Developing subject leadership
To keep you up-to-date with the National Strategy,
To help you make best use of the wealth of materials already published,
To support you in your crucial work of leading changes with colleagues in your department.
A starting point
Look two to three years into the future.
What legacy do you want for your pupils in mathematics by the end of Year 11?
OFSTED report: 14 - 19
One of the ‘most significant contributions’ to high achievement: Teaching that focuses on developing
students’ understanding of mathematical concepts and enhances their critical thinking and reasoning, together with a spirit of collaborative enquiry that promotes mathematical discussion and debate.
OFSTED report: 14 - 19
Factors which make ‘significant contributions’ to high achievement: Teachers have secure subject
knowledge, underpinning an approach to mathematics in which all topics are seen as part of a coherent set of related ideas, with clear progression and links to previous and future learning.
OFSTED report: 14 - 19
Factors which ‘acted against effective achievement, motivation and participation’: Teaching which presents mathematics as
a collection of arbitrary rules and procedures, allied to a narrow range of learning activities in lessons which do not engage students in real mathematical thinking.
OFSTED report: 14 - 19
Factors which ‘acted against effective achievement, motivation and participation’: A narrow focus on meeting examination
requirements by ‘teaching to the test’, so that although students are able to pass the examinations they are not able to apply their knowledge independently to new contexts, and they are not well prepared for further study.
To engage pupils, we need to provide a curriculum that:
relates and appeals to adolescent learners
develops flexible mathematicians
recognises that pupils at all levels can think mathematically
provides rich learning tasks
invites pupils’ contributions
values pupils’ prior learning
The Bigger Picture
SIPSEF
Whole School Initiatives
Audit
Data
Self-Evaluation
Monitor, review and revise
Subject Leader Development Meetings
Specific Departmental Priorities
Mathematical Priorities:Big ideas, unit planning,
progression and tracking…
Departmental Improvement Plan
School Improvement Plan
Successful developments
For a planned activity, consider: Is the intended outcome clear, and shared? Are the actions clear, and agreed? Do the participants have the necessary
skills? Are the required resources (including time
and money) in place? Have you identified any support required?
Aims for the session
To review and share successful developments in leadership and management
To develop a vision for mathematics in your school
To revisit your departmental priorities
Summary of 2006 results
KS3 standards rise in maths, science and ICT but fall in English
50
55
60
65
70
75
80
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
% o
f P
upil
s A
chie
ving
L5+
English Maths Science ICT
provisional
National / Worcestershire Comparison at KS3
2006L5+ L6+ L5+ L6+
English 72 34 74 36Reading 67 32 70 37Writing 76 37 76 35
Maths 77 57 78 59Science 72 41 76 44ICT 71 25 72 24
Nat Worcs
Improvements in 2006 consolidating on record improvements seen last year
45.146.3
47.949.2 50.0
51.652.9 53.7
56.3
6058.1
45.144.3
42.641.942.140.740.0
38.637.0
35.6
34
38
42
46
50
54
58
62
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006prov
2007 2008
% 1
5 y
ea
r o
lds
ac
hie
vin
g 5
+ A
*-C
5+ A*-C 5+ A*-C incl Eng & Maths
Worcs 57.0%
Worcs 42.5%
Increase across all qualification types in 2006
50.1 49.9 50.2 51.2 51.4
0.91.3 1.6
0.6 1.72.5
3.4
0.8 1.2
4.00.10.20.1
0.5
30
35
40
45
50
55
60
2002 2003 2004 2005 2006 prov
% o
f 1
5 y
r o
lds
ac
hie
vin
g 5
+ A
*-C
or
eq
uiv
ale
nts
GCSE (Full) GCSE (Short) vGCSEs Full GNVQs P1 GNVQ
VRQs Basic Skills BTECs Other
40.5 41.342.8 44.0 44.8
46.447.9
51.453.3
50.051.5
53.454.6 55.4
57.058.2 58.8
61.463.2
48.8
35
40
45
50
55
60
65
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006prov
% 1
5 y
ea
r o
lds
ac
hie
vin
g 5
+ A
*-C
Boys Girls
9.510.2
10.6 10.610.6
10.6 10.3 10.010.0
9.9
Gender gap remains the same
Worcs 63%
Worcs 51.5%
Conversion Data* - Maths
KS3 - 4 Worcs NationalL5 C+ 18.3% 23%L6 C+ 72.3% 79%
* ‘Dirty Data’ – Provisional and unmatched
Fischer Family Trust
- onlinewww.fftlive.org
KS4 Scheme of Work
Baxter College
Leading Professional
Development through
Collaborative Planning
Outcomes
Be aware of the benefits of collaborative planning for teaching and learning.
Have a framework for collaborative planning.
Framework
Focus? Reason?
Activity? Unit? Teaching style?
Together? Separately?
What next?
Discuss as a pair
Plan together
Try it out
Reflect as a pair
Progression
Using the cards: Sort the statements into grade order
On each card: Are there common errors your pupils
consistently make each year? Add these to the cards
Focus
What’s the point? Remediation with year 11 Amend Teaching and Learning in
year 10 (and earlier)
How do you identify common errors? Pairs!
Retrospective planning – Future planning
Collaborative planning
mutually supportive
environment
sharing ideas
tests alternatives
shared workload
encourages reflection
encourages risk-taking
Reviewing pupil answers
There are two sets of cards In pairs, identify the
errors/misconceptions in your cards As a group, discuss your findings
How could you use this with pupils?
Using this with pupils…
Pupils use to produce a markscheme Pupils identify errors they have made Pupils identify the error and suggest
ways to improve Groups look at different topics and
feed back to the class (eg via a poster)
Use peer coaching to try variations
What’s the point?
Helps to avoid common errors Emphasises features of a good
solution Emphasises need for clear, logical
working out Improves self-assessment
techniques Revises a topic without labouring
the point
Problem-solving
Use the ‘Reviewing pupil answers’ Find a similar question Ask pupils to work in groups to
produce a model solution
Analysing questions
Put the questions in order of difficulty Consider the target grade for each Identify the feature that increases
the level of difficulty
Using this with pupils
Ask pupils to sort In order of difficulty By challenge In order of confidence By their own criteria
Use peer coaching to try variations
What’s the point?
Improves recognition of Pythagoras questions (as opposed to…)
Improves recognition of features of Pythagoras questions (orientation of diagram, complexity of diagram, hypotenuse or not, …)
Improves exam technique Encourages self-assessment
Problem-solving
Use the ‘Analysing questions’ Consider confidence levels with each
(thumbs up/down/iffy) Ask pupils to work in groups to
produce a model solution on an iffy question
Prevention is better than the cure
How do you teach Pythagoras?
Advantages/disadvantage of an investigative approach to Pythagoras
Know the relationship rather than learn it
One approach…
Draw some right-angled triangles (squared paper makes this easier)
Make a table a b c
5 12 13
Find the relationship
One approach…
Extend the table
Use the table not the formula
a b c a² b² c²
5 12 13 25 144 169
One approach…
Find the length of side FH.
a b c a² + b² = c²
4·5 cm
F
GH 20·5 cm
4·5 20·5 420·2520·25 40020
√
Action Points
Talk to colleagues about how pupils’ work reflects understanding, errors, misconceptions
Use this as a basis to plan Don’t just remediate, look to the
future Pairing staff encourages changes to
practice
Collaborative planning
You develop most effectively when you: Listen to each other Share ideas and developments Reflect together
Pupils learn most effectively when they: Listen to each other Share ideas and developments Reflect together
Developing Dialogue and Reasoning
KS4 Developments
Aims for the session
To look at new Strategy initiatives To have an overview of the future of
GCSE (as known today!)
Renewing Intervention
The aims of the SNS intervention project are to: Renew the approach to intervention in schools
while sustaining present good practice Extend intervention to Key Stage 4by Raising standards in English and mathematics Improving literacy and numeracy across the
curriculum
Renewing Intervention
No pilotLaunch: September 2007
Students with below expectation attainment for their age but with the potential to reach their target, particularly in English and maths
Starts with the students
AssessingPupils’
Progress
Assessmentfor
Learning
Data collection
Progressionmaps
Strategyresources
Identify students
Assess learning needs
Set curricular
targets
Assess progress against targets
Tailored teaching in main lessons
Additional or alternative provision
Studentvoice
Online training modules
Intervention team
Interventionfor students in
school
Consultant(s)
Teaching assistant(s)
Leadintervention
teachermaths
Lead intervention
teacherEnglish
Interventionleader
Progression maps
Progression maps
Progression maps
Study Plus
The aims of the Study Plus project are to: Provide additional English and maths
teaching Provide a different style to complement
standard lessons Focus on students with a L4 or low L5 at
KS3, predicted to miss grade CAn approach, not a course
Study Plus
Pilot: September 2006Launch: September 2007
Two-year programme Option choice - replaces a subject TA/mentor involved in additional lessons Link to standard lessons Change attitudes to learning, increase
motivation
Study PlusHandbook
Starts with the students
AssessingPupils’
Progress
Assessmentfor
Learning
Data collection
Progressionmaps
Cross-curricular
Identify students
Assess learning needs
Set curricular
targets
Assess progress against targets
Tailored teaching in main lessons
Additional provision2 hours per week
Studentvoice
Study Plus
Flexible 1 hour each of maths, English 2 hours maths in yr 10, then English in
yr 11 Half term of maths, half term of English One lesson of English a fortnight, rest
maths All English or all mathsKnow the students
Intervention & Study Plus Change in approach to intervention in Eng, Ma Students unlikely to meet target grade at
present rate of progress (focus on 3 in Y7 to 5 in Y9 to C in Y11) Personalising learning: identify needs, build
programme around a group of individuals Bringing together many current initiatives and
pedagogy Requires committed team of teachers & TAs Requires management support
Intervention v Study Plus
Personalise learning in the classroom through targeted teaching
Use existing Strategy resources + Online Training Modules + Progression Maps
Any students (but probably Y11 and/or Y9)
Personalise learning through additional lessons with a difference
Use Study Plus Handbook + develop own modules + Progression Maps
Aimed at Y10 into Y11, could be Y11 only
Low Attainers Pilot Change in approach to intervention in Eng, Ma Students in Y7 unlikely to meet target grade at
present rate of progress (focus schools with large proportion of 3 in Y7) Personalise learning: identify needs, build
programme around a group of individuals Emphasis on creating independent learners by
focus on developing learning, thinking skills Bringing together many current initiatives and
pedagogy Requires committed team of teachers & TAs Requires management support
GCSE
Present Y11 (2007)
Present Y10 (2008)
Present Y9/8/7 (2009, 2010, 2011)
Present Y6 (2012)
shift in balance for terminal papers to lower 2 grades
new 2-tier GCSE
2-tier GCSE, no coursework, more UAM questions
functional maths, possibly further maths
GCSE
Linear Check the units, especially for early
entry/retakes
Modular Check the units, especially where two year groups at
same sitting Be ready for two sets of papers with similar codes, split
into two sections
Update on Further Maths Centre