Transcript True or false?

APP and Mathematics:
Summer term 2009
Objectives
• To review the key principles of APP and
AfL.
• To explore the range and types of
evidence needed to support APP in
mathematics.
• To plan for the implementation of APP in
maths to raise standards.
Reflect and review on mathematics
in your school
Where are you now?
What is successful and effective?
Are there any issues?
Where would you like to be with maths by
end of Spring term 2010?
What do you think….?
• APP cannot work successfully without AfL.
• APP should be used to agree what NC levels of
attainment look like in terms of skills, knowledge and
understanding.
• The use of APP has emphasised the need to ensure that
planning from the Primary Framework is being
embedded across school. There will always be a need to
link back from assessment outcomes to framework
learning objectives.
• The APP process for all doesn’t mean APP Guidelines
for all.
• The APP process of making judgements based first on
AFs and then best fit across the whole target should be
adhered to.
What do you think?
• Evidence must be in range of forms and from a range of
contexts.
• There are inherent dangers in the process becoming a
“tickbox” process.
• Without standardisation and moderation, the process is
meaningless.
• Time is needed in school to carefully plan the approach
to implementation and staff training in order to make the
process manageable and meaningful.
• The need for planned independent and guided work is
paramount.
Where are the opportunities to gather the
evidence in the teaching and learning cycle?
review
teach
apply
practise
Reminder of the APP Process
• Teachers select a sample of pupils who are
representative of the whole class. (6 pupils
suggested)
• Each term, they review the full range of
evidence (written, spoken and observed) for
each assessment focus
• They select the appropriate ‘level boundary’
and arrive at judgements using the assessment
guidelines sheet
• Annotated examples of pupils’ work provide
reference points for teachers (standards files)
The APP process
Making judgements
Collects together:
 children's work
 any other evidence
 assessment guidance
materials
 standards files
Identify borderline for attainment target
Look through the work for each AF
until confident with the criteria that
are ‘best fit’
Highlight applicable AF criteria and
tick the level related box for each
Make an overall level judgement
Standardisation
• The standards files enable classroom teachers to have a
common understanding of different levels, and the
nature and demands of the AFs that underpin each one.
There are different ways of using the standards files:
• to standardise judgements, that is, to ensure that
teachers' judgements are in line with national standards
before making assessments.
• as a reference when assessing your own pupils..
• to support moderation activity.
• to clarify what it means to make progress.
• to exemplify the APP approach.
Using the standards files….
Task: Examine the standards file for
Hannah. Note down the range and types
of evidence gathered
• Are there any missed opportunities?
• What are the implications for recording?
Contexts for gathering evidence in
maths
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Mental oral starters
Practical activity
ICT
Written exercises
Feedback from marking
Group work/Guided group work
Extended conversations
Peer and self evaluation
Plenary feedback
What might it look like?
• Quality marked work cross referenced on APP
Guidelines
• Photographs of process/product – children at
work/whiteboard copies.
• Annotation of planning – achieved/not
achieved/exceeded.
• Post-it/label – recording a breakthrough
moment/capturing verbal response etc.
• AF ticked or highlighted – with codes for later discussion.
Gathering the evidence: the
challenges
• Where do you think there may be common
gaps in mathematics evidence? Why?
• For areas of mathematics where it is hard
to gather evidence, how could this be
addressed? What support may be
needed?
For each area of mathematics, what does
the child demonstrate in terms of:
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How much of the level?
How consistently?
How independently?
In what range of contexts?
Remember.....
• Key question 1: What will help you confidently
and qualitatively describe what a child can do in
maths and where they need to go next?
• Key question 2: How do we make this
manageable for staff?
One bite at a time, building on existing good practice
in school, introducing new practice which is high value
and manageable.
Session 3: Progression in maths fractions
Objectives
• To examine the progression in a key area
of Number (fractions) in APP, and the
implications for teaching and learning.
Meeting the challenges of teaching
and learning…
• Is there sound subject knowledge and understanding of
progression?
• Is previous learning taken into account and built on?
• Are the teaching and learning styles and groupings fit for
purpose?
• Does AfL underpin the teaching and learning at all
stages of the lesson?
• Is there an awareness of potential misconceptions and
flexibility to deal with same?
• Are a range of models used to demonstrate concepts?
• Are links made to other concepts?
• Are links made to real life?
Will children enjoy and achieve?
Fractions: level progression…
Level
1
2
3
4
5
Assessment criteria
Begin to use the fraction, one half.
Begin to use halves and quarters and relate the
concept of half of a small quantity to the concept of half
of a shape.
Use simple fractions that are several parts of a whole
and recognise when two simple fractions are
equivalent.
Recognise approximate proportions of a whole and
use simple fractions and percentages to describe
these.
Use equivalence between fractions and order fractions
and decimals;
Reduce a fraction to its simplest form by cancelling common
factors.
Fractions: Issues and challenges…
• Discuss on your tables the challenges for
teachers and learners in making progress
in the understanding of fractions…
Misconceptions and
misunderstandings…
• A half of any amount will always be bigger than a quarter of
any amount
• Fractions is all about shapes
• The bigger the denominator the bigger the fraction
• How can a quarter of 12 be 3? A quarter is less than 1!
• If I can see 8 quarters in two cakes, and I eat two of the
quarters then 2 out of 8 or 2/8 must be the same as a half.
• Cutting a rope into three pieces gives three thirds
• You cannot share 7 oranges equally between two people
• If I run a race in half the time it took my friend, I must be a
faster runner
•If I give one quarter of my sweets away, and then half of the
remaining sweets away, I must be left with one quarter of my
sweets.
Say what you see…
Say what you see…
Say what you see
A half is…..
43
£3.65
What is the whole…?
Equivalence = equal value
• Fraction notation – representing proportions
such as scores/results of surveys etc.
• Shapes and sizes as shown for example by
fraction walls, cuisenaire rods, divided
cakes/pizzas/oranges.
• Conversion of fractions to decimals and
percentages, and application of this equivalence
to finding proportions of quantities.
Say what you see
Say what you see
Problems to think about
• I have seven bananas for four people. How can they
have an equal share?
• Today our teacher gave us 14 spellings and I got 10
right. Last week she gave us 20 spellings from the same
list and I got 10 right. Am I making any progress?
• There are five people coming to my party and I have to
make party bags containing toys, balloons, sweets and
cake. What will I need to do?
• We are halfway there on the road to the campsite, 60 km
away. Our friends who are going on holiday with us are
three quarters of the way there, and the campsite is 100
km from their house. Who is nearest to the campsite?
• Would you rather have a third of £150 or half of £120?
Fractions: strengthening learning…
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What do I know already?
What links can I make to other areas of
maths?
Where are the real-life applications?
What models and images will strengthen my
understanding?
What are my next steps in learning?
excellence…..enjoyment.….achievement
Session 4: Planning for implementation
APP Action Plan
The development of AfL with APP
APP Timeline
Autumn
2009
Summer
2009
Where do you want to be by Spring 2010?
Spring
2010
APP Timeline
Autumn
2009
Summer
2009
Spring
2010
APP in place for writing
Where will you need to be in Autumn 2009 to reach your
2010 target?
Summer Term
2009
Autumn Term
2009
Spring Term
2010
CPD developing the PROCESS and UNDERSTANDING of APP
Training Day
INSET
Key Subject
Familiarise
with AFs &
Standards Files
Training Day
Key Subject
Levelling
using
Training Files
INSET
Key Subject
Levelling
using
Training Files
INSET
Key Subject
Progression
using
Standards Files
INSET
Key Subject
Levelling
using
Sample Pupils
and
Standards Files
INSET
Key Subject
Moderating
using
Sample Pupils
and
Standards Files
INSET
Key Subject
INSET
Key Subject
INSET
Key Subject
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INSET
Key Subject
Levelling
using
Training Files
Training Day
Key Subject
Gathering
Evidence
Gather Evidence for sample pupils
What subject knowledge or
teaching strategies for the
Key Subject
will your staff need to develop the
cycle of effective day to day
planning, teaching and
assessment ?
Training Day
Key Subject
Guided work?
Planning?
Interventions?
CPD developing the TEACHING and LEARNING of the Key Subject
PROCESS
Familiarisation with
AFs & Standard files
Practice in levelling
Standard files using
APP guidelines
Evidence gathering
Marking
Record keeping
Assessment using
sample pupils
Moderation
PEDAGOGY
Planning from the
framework with
Emphasis on AT1 in
number
Developing Guided
sessions in;
•Reading
•Writing
•Mathematics
PROFESSIONAL
DEVELOPMENT
Whole school INSET
•Coaching
• Modelling
• Mentoring
• Lesson observation
Area network meetings
Mini networks
Networking time…