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