Transcript EXAMPLE PRESENTATION

Renewing the
Frameworks
Underperforming groups
© Crown copyright 2006
Day 3: Overview
Aspects
Day 1
Day 3
Day 5
Improvement
and change
Introduction: key
themes and
revisions
Supporting
underperforming
groups
Planning and
sustaining change
Framework
structure and
content
Calculation
Using and
applying
mathematics
Assessment for
learning in
mathematics
Teaching and
learning
mathematics
Teaching
strategies
Enriching and
enhancing
teaching and
learning
Oral and mental
work – speaking
and listening
Subject
leadership role
and
expectations
Leading
improvement:
supporting
colleagues
Driving
improvement:
improving
pedagogy
Reviewing impact
and progress:
making a
difference
Primary and Secondary National Strategies © Crown copyright 2006
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Objectives for session 3

To reflect on Days 1 and 2

To reflect on how a focus on Assessment for
Learning will impact on the support for and
progress of underperforming groups

To continue to become more familiar with the
electronic Framework
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Tasks for Day 2

Share the key messages and implications from day 1 with
the Senior Leadership Team
Use the electronic framework to:

Prepare for PDM1 and PDM2

Read the Guidance Papers appropriate to the school’s
priority
Identify the target groups of children
Undertake some action research with your target group on the
agreed focus

Report on the above on Day 3
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Discussion about Day 2
 What
have you done?
 What
have you learnt?
 Write
3 observations to feed
back to the group
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Under performing groups

What do we understand by under
performance?
Activity:

What are the barriers to progress in maths?
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Types of barriers to progress, errors
or misunderstanding

Language

Conceptual

Procedural
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Language
What is the difference between twelve
and sixteen?
Why might nearly half Year 2 children get
this question wrong?
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EAL toolkit
Primary National Strategy: Excellence & Enjoyment:
Learning & teaching for bilingual children in the primary
years
Ref: 0013-2006PCK-EN
From DfES Publications
0845 60 222 60
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A sequence for teaching children new
vocabulary
From: Excellence and Enjoyment: learning and
teaching for bilingual children in the primary years.
Professional development materials.
DfES 0013-2006PCK-EN
Tel: 0845 60 222 60
Model it in context
Use it in questions
Prompt for it and elicit it
Repeat it
Draw attention to it and use it in other contexts
Display it with visual support
Provide opportunities for children to practise it
Give specific positive feedback about its use
Encourage children to reflect on the way they use it
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Reading mathematics

23, -23 (2, 3)

2•3, 0.23,

23

2 + 3, 2 - 3, 2 x 3, 2 ÷ 3, ¾, ⅓

2<3

23°

23%

=

12,000
12 000
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Conceptual
Why might children (or practitioners):
A.
not identify the following shapes as
rectangles
B.
calculate 24% of 525 by finding one twentyfourth of 525
C.
put these decimal numbers in this order:
73.5, 73.32, 73.64
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Misconceptions in subtraction
7
_
2654
67
1 1
_
2654
31
731
2123
1023
What is the child thinking here?
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Misconceptions in subtraction
7
_
2654
67
1 1
2654
_
31
731
2 1 2 3
10 2 3
Can’t take 7 from 6
Cross out the 7 to make 6
and add 1 to 6 above to
make 7.
Can’t take 7 from 6
Take 100 from the 2 and add
1 to the 6 to make 7.
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Pathway

Mathematics

Planning

Year 4

Counting, partitioning and calculating

Resources

(Y4) mathematics block A

Scroll to assessment for learning
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Teaching Sequence

Review – Teach – Practise - Apply - Review
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Task
In preparation for Day 5:
 Try
out some of the Assessment for
Learning questions from a relevant
Unit with your own class or with an
underperforming group
 Be
ready to feedback on Day 5
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Next steps
You will need to consider:

use of particular models and images

use of practical resources that offer a wide variety of examples

exceptional cases that test children’s assumptions and move
their thinking on

specific activities to develop mathematical vocabulary or
language

the use of talk partners

the use of ICT
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Next steps
You will need to consider:

tailoring of intervention resources to meet the specific
needs of the underperforming group of children

making use of additional adults and alternative
resources

deciding whether more time could be allocated to
supporting these children

integrating any intervention materials into the whole
curriculum
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