Post on 11-Feb-2016
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Mathematics Subject Leaders Meeting
ManchesterSpring Term 2008
Children’s Services
Manchester Education Partnership
Introduction and agenda
• Progress and priorities• EYFS• Quality Maths Teaching• Guided Learning in Mathematics• Updates• Maths Recovery• Role of the Subject Leader
Aims and objectives
• Update subject leaders on PNS developments on mathematics • Leadership• Assessment• Pedagogy• Targeted intervention
Progress and priorities in Mathematics
Looking at data
Where are your pupils at?How do you know?
Where are they coming from?How do you know?
Looking at data
Are any pupils at risk of not making 2 full levels of progress in mathematics during KS2?How do you know?Are any pupils at risk of not reaching Level 4 in both English and mathematics?How do you know?
The ‘stickmen’ from Raiseonline
The ‘stickmen’ from Raiseonline
• What would your Y6 chart look like now?
• What do you need your chart to look like by the end of the year?
Mathematics Curriculum
• Are there any areas of the mathematics curriculum which pupils have difficulty with?
• How do you know?
• What are your plans to address these?
An introduction to The Early Years Foundation Stage Setting the standards for learning, development and care
for children from birth to five
=
EYFS brings these documents together…
What is in the pack ?How does it help practitioners meet the EYFS aim?
Achieving the aim
The EYFS will achieve this aim by:• Setting standards• Promoting equality of opportunity• Creating a framework for partnership
working• Improving quality and consistency• Laying a secure foundation for future
learning and development
The practice guidance
• Meeting diverse needs• Partnership working• Flexible provision• Play• Quality improvement • Transition and continuity• Learning and development requirements • Observation, assessment and planning • Safeguarding and promoting
children’s welfare • Staffing arrangements including ratios
This booklet covers some key aspects of meeting the requirements in the statutory framework.
00106-2007CDO-EN | © Crown copyright 2007 | 9
The Early Y
ears Foundation Stage
A Principled Approach
Theme: Learning and DevelopmentPrinciple: Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected.
Theme: A Unique ChildPrinciple : Every child is a competent learner from birth who can be resilient, capable, confident and self-assured
Theme: Positive Relationships Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
Theme: Enabling EnvironmentsPrinciple: The environment plays a key role in supporting and extending children’s development and learning.
Ages and Stages
Birth to 11months
8 to 20months
16 to 26months
22 to 36 months
30 to 50 months
40 to 60 +months
Problem Solving, Reasoningand Numeracy
Requirements• Children must be supported in developing their
understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.
Aspects of Problem Solving, Reasoning and NumeracyProblem Solving, Reasoning and Numeracy is made up of the
following aspects:
• Numbers as Labels and for Counting - is about how children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems.
• Calculating - is about how children develop an awareness of the relationship between numbers and amounts and know that numbers can be combined to be 'added together' and can be separated by 'taking away' and that two or more amounts can be compared.
• Shape, Space and Measures - is about how through talking about shapes and quantities, and developing appropriate vocabulary, children use their knowledge to develop ideas and to solve mathematical problems.
CD Rom
Weblinks
Early Years Foundation Stage• http://www.standards.dcsf.gov.uk/eyfs/site/index.htmPrimary Frameworkshttp://www.standards.dfes.gov.uk/primaryframeworks/foundation/MEWAN – Buzzy Beehttp://www.mewan.net/eyfs/
EYFS key messages
• EYFS is for every child • EYFS principles are the starting point for
effective practice • EYFS builds on what practitioners already do well. • EYFS brings learning and welfare requirements
together • EYFS supports continuity and coherence for
all children
Coffee break
Learning and Teaching in Mathematics
Session• Renewed Framework• Pitch and Expectation• Guided Group Work
Mathematics Framework
• How and when did you introduce the framework?
• Are staff confident at navigating the E-Framework?• Are staff aware of what is available on
MEWAN?• Positives and Negatives• Next steps / ideas
Pitch and Expectations
• What is it?• Where do you find it?• Have you used it?
Pitch and Expectations
ActivityLook at the objectives• Discuss the types of activities you would
expect to do/see to meet these objectives
• Compare how the Pitch and Expectation examples relates to your activities
Guided Learning
• Pyramid Example
What is the purpose of guided Mathematics?Working with the guided groups, the teacher isproviding opportunities, in this case, to:• extend work by linking it to class work;• provide opportunities to challenge children further;• provide opportunities for planned talk and use of correct
mathematical language to explain their reasons and rehearse their arguments;
• follow a line of enquiry based on patterns children have noticed;
• allow children to work collaboratively• support learning, after observation through key questioning;• provide opportunities to reflect on and refine their reasoning;• involve all pupils throughout the session.
Aspects of learning
• Discuss which aspects of learning were being addressed through the Guided Mathematics Session
Guided mathematics in the classroom - implications
As a class teacher;
• When should guided sessions happen?• Who should get what/when?• What issues might there be?
Implementation of guided Mathematics
As a Subject Leader;• How and when would you implement this
within your school?• What support would staff need?
Lunch
Updates and Maths Recovery
National Annual Plan 2008-09
Context:Williams reviewEvery Child CountsCurriculum reviewNew targetsEYFS becomes statutoryChildren’s plan
National Annual Plan 2008-09
Progression and assessmentClarifying progression between and across Units in
FrameworkPDMs to develop understanding of progression and AfL
practices in schoolsVideo materials that align planning and assessment
processes through FrameworkDevelop guidance on day-to-day and periodic
assessment linked to Assessing Pupils’ Progress (APP) process
National Annual Plan 2008-09
PedagogyStrengthen planning using the FrameworkDevelop guidance and materials to support guided
group work in mathematicsTeaching guidance - mental, reasoning and
communication skills in mathematicsRepurpose problem solving, models and images
materials
National Annual Plan 2008-09
InterventionExtend range of level-by-level materials to include L4 to
5 and FS to L1Develop guidance on use of materials for teachers and
teacher assistantsProduce in-school CPD packages on strengthening
progress for all childrenWork with partners on developing ECC
National Annual Plan 2008-09
Leadership• Continue to develop Continuing Professional
Development (CPD) programme for Headteachers• Guidance on leading improvement in AfL• Strengthen subject leadership, develop Professional
Development Meetings (PDM)s for Senior Leaders (SL)s to use in schools
• Guidance on and examples of implementation of collaborative classroom-focused CPD
Public Service Agreement (PSA) Agreement 10
Raise the educational achievement of all children and young people
Indicator 1: Early Years Foundation Stage attainment
Indicator 2: Proportion achieving Level 4 in both English and mathematics at Key Stage 2
PSA Delivery Agreement 11
Narrow the gap in educational achievement between children from low income and disadvantaged backgrounds and their peers
• Indicator 1: Achievement gap at Early Years Foundation Stage
• Indicator 2: Achievement gap between pupils eligible for free school meals (FSM) and their peers achieving the expected levels at Key Stages 2 and 4
• Indicator 3: Proportion of pupils progressing by two levels in English and mathematics at each of Key Stages 2, 3 and 4
• Indicator 4: Proportion of pupils in care achieving Level 4 in English and Level 4 in mathematics at Key Stage 2
EMA targets
• For each of these indicators LAs will be required to provide a breakdown by minority ethnic group. The groups have been revised to include Gypsy/Roma and Travellers of Irish Heritage
EYFS Target for 2011 2005 2006 2007 2008 2011 target
The percentage of children achieving a
good level of development
48% 44% 45% N/A2008 result+4%pts
Closing the gap N/A 38% 37% N/A 2008 result -3%pts
2011 PSA targets (EYFS)
2011 PSA targets (Primary)
Key Target Subject 2007 2009 2011 2007 - 2011
Stage type result milestone target improvement
KS2 Progress En 83% 88% 92% +9%
KS2 Progress Ma 76% 82% 87% +11%
KS2 Attainment En & Ma 71% 75% 78% +7%
Proportion of pupils achieving Level 4+ in both English and mathematics (KS2 2006) by entitlement to FSMs
52
74
0
10
20
30
40
50
60
70
80
Entitled to FSMs Not entitled to FSMs
% P
upils
Every Child CountsAims• To enable the lowest attaining children to make greater progress
towards expected levels of attainment in mathematics, catch up with their peers and achieve level 2B or better by the end of KS1, so putting them on course for further success in the subject at school and beyond.
• To provide, from the academic year 2010 to 11, intensive support in mathematics to 30, 000 Year 2 children annually.
• To build capacity and expertise in regions, LAs and schools so there is system wide provision of intensive support for mathematics to targeted groups of underperforming children in KS 1 and early KS 2.
• To improve leadership of mathematics and intervention in LAs and schools through the establishing, capturing and sharing of good practice in mathematics assessment, teaching and targeted intervention.
Primary Framework – future work• Provide map of mathematics section of Framework• Guidance on planning for mixed-age classes• Identify assessment opportunities within Unit learning
overviews• Relate objectives to strands• Restructure Units in response to feedback• Develop CPD area• Extend range of resources in library• Incorporate vocabulary into EYFS Units• Update ICT notes
Local Updates• Networks – year 1,3,5• Level 3 – 4 year 6 training
• 140+ attendees• MEWAN
• Long term overview• Strands and objectives excel document• Maths facts leaflets• Parents’ leaflets revised
• Maths Recovery
The Mathematic
s Recovery
Programme
Aims
• To become more familiar with the Maths Recovery
What is Maths Recovery?• Early intervention programme• Is essentially a short term intervention
programme• Identifies children who are at risk of failure in
mathematics• Provides specialist MR teachers with an
intervention programme that enables them to advance children to a level at which they can be successful in the classroom situation
Developed by Professor Bob Wright at Southern Cross University,New South Wales, Australia
Maths Recovery – Key Principles
• Assessment by diagnostic interview which is videotaped
• Assessment of able and less able children across the four operations
• Early Intervention: Pupil profiles and Individual Education Plans
• Application of assessment and teaching to the classroom setting
• Professional development: leading to confident, knowledgeable staff in early numeracy to provide support for and in schools?
Overview of Mathematics Recovery Programme
1.1 Early Arithmetic Strategies 1.2 Base Ten and Advanced Arithmetic Strategies 2.1 Early Grouping: Structuring Numbers 1 to 10 2.2 Advanced Grouping: Structuring Numbers 1 to 20 3.1 Early Multiplications and Division 3.2 Advanced Multiplication and Division
Areas of Assessment• Forwards counting (up to 100 / up to 30 / up to 10)• Number after• Number identification• Number recognition• Backward counting (within 100 / within 30 / within 10)• Number after• Sequencing numbers Additive task (both screened /
first collection screened/ unscreened)• Missing Addend : 4 + ( ) = 6
Assessment 1.1
Principles of Teaching Activities
• The teaching approach is inquiry based solving problems involving the child in thinking hard on challenging tasks
• informed by the comprehensive assessment• The teacher can plan to take the child to the new learning which is
within their grasp• selecting from a bank of teaching activities• The teacher understands the pupils numerical strategies and
deliberately engenders the development of more sophisticated strategies
• Teaching involves intense ongoing observation by the teacher and continual micro adjusting or fine tuning of the teaching
• The teacher provides the child with sufficient time to solve a given problem
Stages of Learning
• Emergent • Perceptive• Figurative• Abstract• Facile
The Emergent ChildAn Emergent child is;• Not able to count a collection of counters, for example 13 or 18
counters• Not be able to count on from one but not able to say immediately the
number word after a given number in a range of one to ten• Has difficulty counting backwards • Unable to say the number before a given number• Able to recognise some but not all numbers 1-10 (might be able to
recognise 1-5 / confuse numerals such as 6 and 8)• Able to recognise some but not all regular spatial patterns ( will try to
count the dots)• Able to make finger patterns corresponding to the numbers from 1 to 5
The Emergent Child - Development
• Strengthening forward number word sequence in the range 1 to 20
• Strengthening backward number word sequence in the range 1 to 10
• Extending number recognition and identification and numeral sequence
• Extending spatial and finger patterns for numbers in the range one to five
Teaching the Emergent Child – Key activities
Counting - forwards, backwards, number before, number after
• Copying and saying the numbers• Saying alternate numbers• Carry on the count• Flash a number say_____• Number cards in order• Random number cards to order
• Number cards for recognition• Numeral track all seen—begin to
screen• Counting items• Give me ? Counters• Counting in a row• Counting items of 2 colours
collections in a group and in rows
Teaching the Emergent Child - Finger Patterns
• Using two hands children need to partition numbers• Can be used as a brain break activity ‘ show me 5’• Fingers are good for a lot of calculation1-5 then 1-10• Watch me and repeat• Lets do it together• Throw a number• Bunny’s ears• Double patterns in front using 2 hands• Using fingers to keep track drop the cubes
Coffee break
Role of the Subject Leader
Aims
• To continue to develop an understanding of the role of the Mathematics Subject Leader
Audit your subject area
• 4 key areas• Questions to consider• Evidence• ACTION?
• Who is this information for?
Yearly Time line
• What happens and when in your school• What information is collected?• What assessments are carried out?• What monitoring is required?• What transition arrangements are in
place?• Are they efficient, effective and well
organised?