School Context• S Peter’s is an 11 – 18 Church of England Academy.

• Large number of feeder schools – between 50 and 60 each year.

• Levels not used for several years – grades used in all years.

• Maths outcomes have improved significantly over time – both attainment and progress indicators.

• 88% A*C – 25% A*A – 3L+ 80% - 4L+ 38%

• Maths is an extremely popular and growing Post 16 subject.

Transition - Life of Pi• Introduction to pi as a concept and its applications in the

real world.

• Research into the history of pi and how it has evolved over time .

• Students share this learning as part of a role-play.

• A lesson on how to calculate pi and some challenges.

• Students share with the class the History of the discovery of pi and how it has changed the world we live in.

Use of CATThinking with numbers and shape and space

• On transition CAT has been used for over 10 years.

• Standard age scores used (SAS).

• Enables greater ‘drill down’ of data to inform teaching and learning.

• Supports identification of SEN/Gifted and Talented students.

• Aids analysis of mathematical strengths in relation to numbers or shape and space.

• Allows for comparisons with Key Stage 2 mathematics test results.

60

70

80

90

100

110

120

130

140

60 80 100 120 140

SpatialSAS

Quant SAS

Spatial SAS v Quantitative SAS

60

70

80

90

100

110

120

130

140

60 65 70 75 80 85 90 95 100

QuantSAS

Maths SAT Score

Quantitative SAS v Maths SAT Score

Schemes of Work• Started from NC level descriptors but cross referenced with

GCSE based material to find best fit.

• Each module differentiated into two tiers; core and higher –linked to range of grades.

• Key classroom assessments in each module – more investigative style.

• Formal module test at end of each module – grade based.

• Formal summative examination in May – two papers – grade based.

• Questions are more often GCSE style than previous SAT style.

Algebra 2 - Grade F Algebra 2 - Grade E Algebra 2 – Grade DSolve simple problems using algebra Solve simple problems using algebra Use algebra to set up and solve

mathematical problems

Simplify algebraic expressions Solve mathematical problems using trial

and improvement

solve equations with more than one

operation

Solve simple equations such as 4x = 32 Use formulae with more than one variable

to work out the value of one variable given

the values of the other variables

Solve equations that require the initial

expansion of brackets

Simplify algebraic expressions by

collecting like terms

Read values from conversion graphsSolve equations where the variable

appears on both sides of the equal sign

Know the equivalence of algebraic

expressions such as a + b = b + a

investigate a mathematical problem by

setting up tables of values and recognising

patterns

Solve equations with two operations Set up tables of values and draw graphs to

show the relationship between variables

Expand brackets such as 4(2x - 1) Set up and solve equations using algebra

to describe a real-life problem

Write algebraic expressions in a sompler

formusing index notation

Expand a bracket with a negative sign

such as -(2x - 2)

Expand and simplify expressions with

more than one bracket

Simplify algebraic expressions using index

notation

Planning for new GCSE

Learning Journeys

• They can cover a single lesson or a number of lessons.

• Big picture shared – learning objectives must be clear.

• SOLO verbs support the writing of learning objectives – ensures

staff consistency.

• Encourages students to think about how they learn in

mathematics and to appreciate connections.

Learning journeys inform the scheme of work

Dimension Day- Year 8- Come Dine With Me

Dimension Day- Year 10- Problem Solving

x2 +10x+19

Intersections with

the axes

Coordinates of

minimum pointTransformation

from y = x2

Line of symmetryComplete the square

• What’s the question?

• Use part of

question/picture/graph

without context.

• Students identify

possible requests.

• What is the question?

- Explore each idea

• Essential to become

familiar with exam

wording.

• Story of…..

• Solution deconstructed – cut up.

• Students must identify start/finish and put the correct steps in order.

• Step by step explanation of the solution is mixed up too – can be added in.

• Challenge – hold back certain cards or throw in a ‘red herring’.

• Less challenge – solution structure is given.

• Students identify which part of the solution matches the explanation.

• Essentially provides students with a ‘writing frame’ for future questions.

Formal Testing

Mark Grade Table

Paper Grade Range

Mark G to E F to D E to C D to B

0 - 4 G- F- E- D-

5 -8 G F E D

9 - 12 G+ F+ E+ D+

13 - 16 F- E- D- C-

17 - 20 F E D C

21 - 24 F+ E+ D+ C+

25 - 28 E- D- C- B-

29 - 32 E D C B

33 - 36 E+ D+ C+ B+

• Tests constructed with

grade boundaries set.

• Reviewed/tweaked after

results known if needed.

• Similar process to major

exam boards.

• Detailed mark schemes.

• Test leader samples

marking of staff to

ensure consistency.

Marking and Feedback

What Went Well

Target for Improvement

Student Follow Up

• Fully in use this academic year.

• Sticky label for regular feedback.

• Time allowed in lessons for

students to feedback and agree

follow up.

• Generally comment based – no

grades.

• More detailed grade and comment

feedback for summative pieces of

work.

WWW (What went well)

TFI (Target(s) for Improvement)

Follow up tasks

Assessment and Tracking• Grades A* to G are used for

assessments in Years 7 to 11.

• These will change to 1 to 9 in September 2016.

• Reviews -November/January/March/June.

• Single grade per subject – based on current performance.

• Target grades based on 4 grade increases over time.

• In built ‘flight path’ towards target grade.

• Compared with target – RAG rated.

• Student interventions identified.

KS

4 M

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s

Cu

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11 S

essio

n 1

KS

4 M

ath

s

Cu

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11 S

essio

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KS

4 M

ath

s

Cu

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ear

11 S

essio

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KS

4 M

ath

s

Targ

et

Year 1

1

C- C+ C+ B+

D+ C C C+

B B B A-

B B B A

E E+ D C-

A- A- A- *A-

A- A- A- A

B B B A

Use of

Googledocs

itera

tion

simps

on/e

xact

quot

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og

trans

form

atio

n

func

tions

trig

tang

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subs

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Resu

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S/Po

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ark

Resu

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ade

5 4 7 5 9 9 5 10 100 44.4 100 83.3 60 81.8 50 83.3 67 54 C

5 5 7 3 11 4 10 12 100 55.6 100 50 73.3 36.4 100 100 71 57 B

5 9 7 5 9 5 9 6 100 100 100 83.3 60 45.5 90 50 69 55 C

5 9 7 5 11 10 10 11 100 100 100 83.3 73.3 90.9 100 91.7 88 68 A

5 9 5 6 12 10 9 11 100 100 71.4 100 80 90.9 90 91.7 87 67 A

4 5 4 6 3 2 6 7 80 55.6 57.1 100 20 18.2 60 58.3 42 37 E

5 7 6 5 10 7 9 3 100 77.8 85.7 83.3 66.7 63.6 90 25 64 52 C

5 1 3 4 6 1 7 3 100 11.1 42.9 66.7 40 9.09 70 25 30 30 U

3 9 6 2 8 8 10 3 60 100 85.7 33.3 53.3 72.7 100 25 60 49 C

5 7 5 6 11 6 8 11 100 77.8 71.4 100 73.3 54.5 80 91.7 77 61 B

5 9 7 5 11 11 10 5 100 100 100 83.3 73.3 100 100 41.7 80 63 A

5 9 7 6 13 8 5 7 100 100 100 100 86.7 72.7 50 58.3 76 60 B

4 6 3 4 5 3 7 6 80 66.7 42.9 66.7 33.3 27.3 70 50 43 38 E

• Question by question

analysis informs

intervention.

• Students given their own

profile – ‘strip analysis’.

Sharing Data with Parents

Grade Eng

lish

Eng

lish

Lit

Mat

hs

Cor

e S

cien

ce

Add

ition

al S

cien

ce

Bio

logy

Che

mis

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Phy

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BTE

C B

us

0 0 0 0 0 0 0 0 0

0 0 1 0 0 0 1 0 0

0 0 10 0 0 0 5 0 0

0 0 10 0 0 2 5 0 1

10 9 8 0 0 10 12 24 6

7 9 8 0 0 14 8 1 0

21 14 21 0 14 13 12 8 0

20 29 18 10 7 21 6 18 8

10 11 7 2 3 3 14 9 0

5 3 12 4 6 10 13 10 0

40 37 25 16 8 7 2 9 4

7 7 15 5 10 4 9 3 0

1 4 4 3 5 0 1 2 0

29 21 7 15 6 0 4 0 2

3 5 4 0 1 0 0 1 0

0 0 2 0 3 0 0 0 0

7 4 2 8 5 0 0 1 1

1 1 2 0 3 0 0 0 0

0 1 0 0 0 0 0 0 0

2 2 4 6 0 0 0 0 0

0 0 2 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 2 0 0 0 0 0

0 0 0 0 0 0 0 0 0

Unclassified 0 1 0 0 0 0 0 0 0

Total 163 158 162 71 71 84 92 86 22

G

A*

A

B

C

D

E

F

Grade En

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En

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0.0 0.0 6.8 0.0 0.0 0.0 6.5 0.0 0.0

10.4 11.4 16.0 0.0 0.0 31.0 27.2 29.1 31.8

31.3 34.2 28.4 16.9 33.8 44.0 34.8 40.7 36.4

31.9 29.7 32.1 35.2 33.8 25.0 26.1 25.6 18.2

20.2 19.0 9.3 25.4 16.9 0.0 5.4 3.5 9.1

4.9 3.2 3.7 11.3 15.5 0.0 0.0 1.2 4.5

1.2 1.9 3.7 8.5 0.0 0.0 0.0 0.0 0.0

0.0 0.0 0.0 2.8 0.0 0.0 0.0 0.0 0.0

Total 100.0 99.4 100.0 100.0 100.0 100.0 100.0 100.0 100.0

A* to A 10.4 11.4 22.8 0.0 0.0 31.0 33.7 29.1 31.8

A* to B 41.7 45.6 51.2 16.9 33.8 75.0 68.5 69.8 68.2

A* to C 73.6 75.3 83.3 52.1 67.6 100.0 94.6 95.3 86.4

A* to D 93.9 94.3 92.6 77.5 84.5 100.0 100.0 98.8 95.5

A* to E 98.8 97.5 96.3 88.7 100.0 100.0 100.0 100.0 100.0

A* to F 100.0 99.4 100.0 97.2 100.0 100.0 100.0 100.0 100.0

A* to G 100.0 99.4 100.0 100.0 100.0 100.0 100.0 100.0 100.0

B

A

A*

G

F

E

D

C

• Summary data shared with parents at

every review point.

• Parents keen to track progress.

• Has enabled setting decisions to be

more consistent.

Key Indicators• Key pupil data shown on

SIMS.

• Progress 8 measure

included.

• RAG rated.

• Maths Attainment 8 and

Progress 8 shown for

sub groups.

• Used by HoD to further

inform intervention.

5A* to C EM Ebacc Attainment 8 Attainment En Attainment MaAttainment

Ebacc

Attainment

Open

No. % Nat No. % Nat No. Ave Nat No. Ave Nat No. Ave Nat No. Ave Nat No. Ave Nat

All Students 110 67% 56% 68 42% 24% 163 55.44 47.78 163 10.53 10.32 163 11.09 9.64 163 16.70 12.52 163 17.11 15.30

Male 47 59% 51% 20 25% 19% 80 54.88 45.62 80 10.01 9.71 80 11.25 9.59 80 16.83 11.96 80 16.79 14.35

Female 63 76% 60% 48 58% 29% 83 55.98 50.04 83 11.04 10.96 83 10.94 9.70 83 16.58 13.10 83 17.42 16.28

Gender Gap - 17% 9% - 33% 10% - 1.09 4.42 - 1.02 1.25 - 0.31 0.11 - 0.25 1.14 - 0.63 1.93

Disadvantaged (PPI) 7 33% 36% 3 14% 11% 21 45.14 51.19 21 8.76 10.87 21 9.24 10.32 21 13.62 13.83 21 13.52 16.17

Not Disadvantaged 103 73% 63% 65 46% 28% 142 56.96 51.19 142 10.80 10.87 142 11.37 10.32 142 17.15 13.83 142 17.64 16.17

PPI Gap - 39% 27% - 31% 17% 11.82 0.00 2.03 0.00 2.13 0.00 3.54 0.00 4.12 0.00

CLA 0 16% 0 3% 0 47.99 0 10.36 0 9.68 0 12.59 0 15.30

FSM 5 28% 36% 2 11% 11% 18 43.39 51.02 18 8.22 10.84 18 9.11 10.29 18 13.17 13.77 18 12.89 16.12

Low KS2APS <4 2 12% 6% 1 6% 1% 17 37.41 25.35 17 7.82 6.51 17 7.18 4.68 17 10.53 4.20 17 11.88 9.96

Middle KS2APS =4 43 57% 50% 23 31% 13% 75 51.65 46.21 75 9.65 10.20 75 10.21 9.39 75 15.60 11.62 75 16.18 15.00

High KS2APS >4 65 92% 90% 44 62% 52% 71 63.76 62.42 71 12.11 12.74 71 12.96 12.69 71 19.34 18.18 71 19.35 18.81

EAL 15 68% 54% 7 32% 26% 22 50.59 47.78 22 9.86 10.32 22 10.09 9.64 22 15.45 12.52 22 15.18 15.30

EAL Gap to all - 1% - 10% 4.85 0.67 1.00 1.24 1.93

SEN E 0 9% 0 2% 0 47.78 0 10.32 0 9.64 0 12.52 0 15.30

SEN S 1 50% 9% 1 50% 2% 2 46.00 47.78 2 8.50 10.32 2 11.00 9.64 2 15.00 12.52 2 11.50 15.30

SEN K 12 41% 10 34% 29 47.09 29 8.79 29 9.38 29 14.07 29 14.84

SEN All 13 42% 23% 11 35% 6% 31 47.02 47.78 31 8.77 10.32 31 9.48 9.64 31 13.16 12.52 31 14.63 15.30

No SEN 97 73% 63% 57 43% 27% 132 57.42 51.28 132 10.95 10.95 132 11.47 10.35 132 17.30 13.76 132 17.70 16.22

SEN Gap - 32% 40% - 8% 21% - 10.40 3.50 - 2.17 0.63 - 1.99 0.71 - 4.14 1.24 - 3.07 0.92

Non-Mobile 110 68% 57% 68 42% 24% 162 55.67 162 10.57 162 11.14 162 16.76 162 17.20

Cohort Progress 8 Progress English Progress Maths Progress Ebacc Progress Open

No. % No. Ave No. Ave No. Ave No. Ave No. AveAll Students (with KS2) 163 100% 163 0.16 163 -0.41 163 0.12 163 2.09 163 0.35

Male 80 49% 80 0.05 80 -0.71 80 0.13 80 2.05 80 -0.08

Female 83 51% 83 0.26 83 -0.12 83 0.10 83 2.12 83 0.76

Gender Gap - 2% - 0.20 - 0.59 - 0.04 - 0.07 - 0.84

Disadvantaged (PPI) 21 13% 21 -0.04 21 -0.63 21 0.09 21 2.27 21 -1.34

Not Disadvantaged 142 87% 142 0.19 142 -0.38 142 0.12 142 2.06 142 0.60

PPI Gap - 74% - 0.23 - 0.25 - 0.03 - 0.21 - 1.93

CLA 0 0% 0 0 0 0 0

FSM 18 11% 18 -0.15 18 -0.85 18 0.09 18 2.10 18 -1.81

Low KS2APS <4 17 10% 17 0.68 17 0.09 17 0.69 17 5.19 17 0.34

Low Disadv 6 4% 6 0.63 6 0.52 6 0.50 6 4.99 6 -0.42

Low Other 11 7% 11 0.70 11 -0.15 11 0.80 11 5.30 11 0.75

Middle KS2APS =4 75 46% 75 0.24 75 -0.49 75 0.15 75 2.86 75 0.54

Middle Disadv 9 6% 9 -0.29 9 -1.32 9 0.14 9 2.00 9 -2.24

Middle Other 66 40% 66 0.31 66 -0.38 66 0.15 66 2.97 66 0.92

High KS2APS >4 71 44% 71 -0.06 71 -0.45 71 -0.05 71 0.53 71 0.15

High Disadv 6 4% 6 -0.35 6 -0.74 6 -0.41 6 -0.04 6 -0.89

High Other 65 40% 65 -0.03 65 -0.42 65 -0.02 65 0.58 65 0.25

EAL 22 13% 22 0.37 22 -0.20 22 0.33 22 3.71 22 0.05

EAL Gap to all - 87% - 0.22 - 0.22 - 0.22 - 1.62 - 0.30

SEN E 0 0% 0 0 0 0 0

SEN S 2 1% 2 -0.15 2 -0.92 2 0.70 2 3.03 2 -3.77

SEN K 29 18% 29 0.03 29 -0.72 29 0.02 29 2.28 29 -0.29

SEN All 31 19% 31 0.02 31 -0.73 31 0.06 31 2.33 31 -0.52

No SEN 132 132 0.19 132 -0.34 132 0.13 132 2.03 132 0.55

SEN Gap - 19% - 0.17 - 0.40 - 0.07 - 0.30 - 1.07

Non-Mobile 162 99% 162 0.16 162 -0.41 162 0.12 162 2.08 162 0.40

Ethnicity

Linking to the New Grades

Current

Grades

New

System

A*/A 9/8/7

B/C 6/5/4

D/E/F/G 3/2/1

Current New

G-/G WT

G+/F- 1-

F 1

F+ 1+

E- 2-

E 2

E+ 2+

D- 3-

D 3

D+ 3+

C- 4-

C 4+

C+ 5-

B- 5+

B 6-

B+ 6+

A- 7-

A 7+

A+ 8-

*A- 8+

*A 9-

*A+ 9+

Use of ICT in MathematicsCollaboration tool

between staff

Management tools

Google Classroom

Tool for teachers to share

and collaborate

Support student

understanding and

learning

Homework

Automatic management

of Teachers / Students

Google Classroom communication and feedback

Integration with Google makes logging into Connect

even easier for teachers and students alike

Classroom Share links throughout Connect mean

you can share, mark and track everything, not just tests

Summary• Sound and secure baseline information established and used consistently.

• Regular assessment activities including formal tests.

• Consistent tracking to show pupil progression.

• Use of ICT as a tool for learning – Google Apps.

• Results inform intervention – individuals or groups of students.

• Feedback in the classroom integral to impact on pupil progress.

• Does not mix ‘macro’ with ‘micro’.