The RenewedSecondary Framework for Mathematics

26th June 2008

Subject Leader Development Meeting

Outline

Exploring the renewed frameworkMaking the links with process objectivesA case study - range and content - processesResources to support planningUpdates

Aims of the day

• Launch the renewed Framework website and show the interactive planning tool

• Provide opportunities to plan with peers

• Promote strategies to support embedding New Secondary Curriculum in teaching and learning

Ways of working in mathematics

The learners rated 16 behaviours, the teachers rated 20.

Each statement was rated on this scale:

1 hardly ever

2 occasionally

3 half the time

4 most of the time

5 almost always

In a recent UK survey learners and teachers were asked about how they worked in mathematics lessons.

Learner views

Top 4 Bottom 47 The teacher tried to

prevent us from making mistakes by explaining everything carefully first

6 The teacher showed us how topics link together

1 The teacher asked us to work through practice exercises

3 The teacher showed us which method to use, asked us to use it

4·15

4·14

3·88

3·85

4 The teacher let us choose which questions we do

16 The teacher jumped between topics as the need arose

13 The teacher showed us just one way of doing each question

2 The teacher expected us to work on our own, asking a neighbour from time to time

2·61

2·68

2·76

3·01

Teacher views

Top 4 Bottom 46 I draw links between topics

and move back and forth between topics

15 I encourage learners to make and discuss mistakes

9 Learners learn through discussing their ideas

10 Learners work collaboratively in pairs or small groups

3·91

3·66

3·64

3·44

13 I only go through one method for doing each question

8 I tend to follow the text book or worksheets closely

3 Learners use only the methods I teach them

4 Learners choose which questions to tackle

1·66

1·96

2·32

2·43

Comparing views 7

6

1

3

12

15

14

8

9

5

10

11

2

13

16

4

teacherlearner

What about your department?

We all like to think that we are teaching students to the best of our ability and in the most effective and engaging way as they allow, but do our students see it like this?

How can we align the thoughts of staff AND students to work towards a shared understanding of good teaching and learning?

The renewed framework

What is there for you?

Aims

• Make links between the renewed PoS and the Framework

• Consider progression in MPA across KS3

Website: www.standards.dcsf.gov.uk/secondary/frameworks/

Subjects then

Maths

PlanningTool

download

Areas ofthe Framework

Framework introduction

4 intial sections:

Overview: the 5 strands of progression

About Framework learning objectives

Introduction to the learning objectives

Mathematics learning objectives

Probably the areamost likely to be visited,

at least initially

Framework introduction – APP messages

Middle Schools

Rollout summer/autumn 08 following the primary model.

High/Secondary Schools

Rollout spring 09 following a RE-VERSIONED secondary model.

There is APP material within the Framework. However, it is very likely to be amended

prior to official secondary rollout.

The cycle of key processes

Representing

InterpretingEvaluating

Use proceduresAnalysing

Use reasoning

CONTEXT

MATHEMATICS

CommunicatingReflecting

QCA interpretation

Representing

Use reasoning

Analysing

Use procedures

make connections within mathematics

visualise & work with dynamic

images

use knowledge of related problems

explore the effects of varying values & look for invariance and covariance

reason inductively & deduce

make & begin to justify conjectures and generalisations, considering

special cases & counter-examples

work logically towards results & solutions, recognising the impact of

constraints & assumptions

appreciate that there are a number of different techniques that can be

used to analyse a situation

take account of feedback & learn from mistakes

identify & classify patterns

QCA interpretation

Representing

Use reasoning

Analysing

Use procedures

make connections within mathematics

visualise & work with dynamic

images

use knowledge of related problems

explore the effects of varying values & look for invariance and covariance

reason inductively & deduce

make & begin to justify conjectures and generalisations, considering

special cases & counter-examples

work logically towards results & solutions, recognising the impact of

constraints & assumptions

appreciate that there are a number of different techniques that can be

used to analyse a situation

take account of feedback & learn from mistakes

identify & classify patterns

make & begin to justify conjectures

& counter-examples

QCA interpretation

Representing

Use reasoning

Analysing

Use procedures

make connections within mathematics

visualise & work with dynamic

images

use knowledge of related problems

explore the effects of varying values & look for invariance and covariance

make & begin to justify conjectures and generalisations, considering

special cases & counter-examples

work logically towards results & solutions, recognising the impact of

constraints & assumptions

appreciate that there are a number of different techniques that can be

used to analyse a situation

take account of feedback & learn from mistakes

identify & classify patterns

make & begin to justify conjectures

& counter-examples

work logically towards results & solutions, recognising the impact of

reason inductively & deduce

Key messages

• Coverage of all process statements over the key stage

• Yearly objectives support progression across the key stage

A case study

A model of good practice

Aims

• to have a model for auditing your existing curriculum

Range & contentProcesses

• to decide on strategies and priorities for developing your KS3 SoW

• to identify action points for when you are back in school

Planning for progression

extY11Y10Y9Y8

A/A*L7/8L5

Y11Y10Y9Y8Y7

BL6L4

Y10Y9Y8Y6/7Y5/6

E/D/CL4/5L2/3

GCSEY11Y10

KS3Y9Y8Y7

KS2

level

obj

level

obj

level

obj

Set 1extension

Set 2core

Set 3support

What will it look like for you?

How are you doing?

Your progress so far…• Inset in school?• Collaboration in team?• Collaboration in network?• Audit for content?• Audit for processes?• Amendments?• Plans in the pipeline?

A case study:

• Skim read the whole case study• Read in detail down to “Designing units-

range and content issues”

Auditing against Line of Progression

Always, sometimes, never?

• Place the statement cards under the correct heading “always, sometimes or never true”

• Make sure you can justify your decisions, using counter-examples etc.

• Join up pairs-to-fours to discuss your decisions

• Using the Yr 8 process cycle sheet, agree on the process skills used in this lesson/unit

Progression in process skills

Increase the challenge & build progression by

• increasing the complexity of the application, e.g. non-routine, multi-step problems, extended enquiries

• reducing the familiarity of the context, e.g. new context in mathematics, contexts drawn from other subjects, other aspects of pupils’ lives

• increasing the technical demand of the mathematics required, e.g. more advanced concepts, more difficult procedures

• increasing the degree of independence and autonomy in problem solving and investigation

Increase the challenge & build progression by

• increasing the complexity of the application, e.g. non-routine, multi-step problems, extended enquiries

• reducing the familiarity of the context, e.g. new context in mathematics, contexts drawn from other subjects, other aspects of pupils’ lives

• increasing the technical demand of the mathematics required, e.g. more advanced concepts, more difficult procedures

• increasing the degree of independence and autonomy in problem solving and investigation

Reading images

Process lesson – choose one photo

• Layer 1: What maths can you see?• Layer 2: Write a related problem (use sentence stems)• Layer 3: What maths skills are now needed?

• Formalise the strategy

Our pictures from: http://www.guardian.co.uk/inpictures eyewitness

How could you use this in school?

Analyse for gaps /insufficient challenge

Audit Range & Content against Lines of Progression

Key messages

Fill gaps (& relate to Process Skills)

Analyse for gaps /explicit development of Process Skills

Audit Range & Content against Process Skill statements

Fill gaps (& relate to Range & Content)

Old SoW

New SoW

Action points for back at school:

• Decide where you are in your dept in comparison to the case study

• Draft out a plan of what you need to do and by when

• Decide on who is going to work on what…

• Decide on any further training needs in the short/medium term.

• Back at 1.25!

Aims of the afternoon

• to know the breadth of available resources• to preview samples of the resources• to consider how to match them into your

curriculum

Rich tasks:The Enrichment Pack

A Worcestershire resource

The Enrichment Pack

What does it include?Pupil activities with teachers notes on their use, and solutions.Links from medium term plans.Process statement mapping.

What is it?A resource created within Worcestershire to support the incorporation of opportunities for the development of process skills.

Where is it?On your USB, and ultimately on Edulink. Future updates will only be on Edulink.

Possible or impossible

In 4s:work through the activityrecord process skills on blank lesson planmake lesson notes if you wish

Share thoughts and ideas on your table

Process Statement mapping

How ‘Possible or impossible’ fits into:MTPsMapping document

Explore for yourselves!

edulink.networcs.net

Rich tasks:nrich, Bowland Trust

Sources of fresh ideas

www.nrich.maths.org.uk

Curriculum mapping

Process skills mapping

Packages

Bowland Trust

• As

dvd will not be available until August

for materials:www.bowlandmaths.org.uk

Bowland Player then Case Studies

Mystery Tours

Sprinklers

• Choose one of the two short activities.• What information on the sheet will help you solve

the problem?• How much of the problem can you solve in 10

minutes?

Consider how you would use this in school.

Seen it before?

• Standards Box• Maths4Life folder• Tarsia jigsaw software• Problem Solving Pack• Interacting with mathematics at Key Stage 3• ATM resources• NCETM website• Tarquin resources

Bits and Pieces

Your new KS3

IS NOT• What you teach

IS• How you teach

• Do some investigations

• Maths leader amends SoW

• Add in a rich task at the end of each unit

• Use rich tasks to develop understanding• Write some process

references in the SoW• Integrate & embed the

processes in teaching

• Audit the SoW for processes then adjust

• Collaborative development

Planning Toolkit

on the CD: • Builds on KS4 planning toolkit (autumn 07)• Folder structure for saving maths planning

files• Includes some strategy resources• Includes Standards Box resources (see SU

files)

Planning Tool

on the USB:• Software to support planning using online

resources• Can open your own scheme of work, lesson

plans etc inside the software• Allows copying from online sites including

the online renewed secondary framework

Other bits

on the USB:• Medium term plans for Y7 and Y8 with new

objectives• Framework sitemap• Spring 08 SLDM materials• Summer 08 SLDM materials

Dates for your diary

Workshop (Opportunity for planning time):Wednesday 2nd July 12:00 to 18:30 Finstall

Next SLDM (Functional Skills focus):Wednesday 8th October 09:00 to 16:00

Course list handout - Edulink

Action Points from this afternoonImplications

• buy, download, store resources

• prepare, collate, organise practical resources

• update the scheme of work

• collaboration

Inset

• long term view