Transcript Mathematics Consultants

Mathematics Subject
Leaders Meeting
Manchester
Spring Term 2008
Children’s Services
Manchester Education
Partnership
Introduction and agenda
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Progress and priorities
EYFS
Quality Maths Teaching
Guided Learning in Mathematics
Updates
Maths Recovery
Role of the Subject Leader
Aims and objectives
• Update subject leaders on PNS
developments on mathematics
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Leadership
Assessment
Pedagogy
Targeted intervention
Progress and priorities in
Mathematics
Looking at data
Where are your pupils at?
How do you know?
Where are they coming from?
How do you know?
Looking at data
Are any pupils at risk of not
making 2 full levels of
progress in mathematics
during KS2?
How do you know?
Are any pupils at risk of not
reaching Level 4 in both
English and mathematics?
How do you know?
The ‘stickmen’ from
Raiseonline
The ‘stickmen’ from
Raiseonline
• What would your Y6 chart
look like now?
• What do you need your chart
to look like by the end of the
year?
Mathematics Curriculum
• Are there any areas of the mathematics
curriculum which pupils have difficulty
with?
• How do you know?
• What are your plans to address these?
An introduction to The Early Years Foundation Stage
Setting the standards for learning, development and care
for children from birth to five
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EYFS brings
these
documents
together…
What is in the pack ?
How does it help practitioners
meet the EYFS aim?
Achieving the aim
The EYFS will achieve this aim by:
• Setting standards
• Promoting equality of opportunity
• Creating a framework for partnership
working
• Improving quality and consistency
• Laying a secure foundation for future
learning and development
The practice guidance
This booklet covers some key aspects
of meeting the requirements in the
statutory framework.
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Meeting diverse needs
Partnership working
Flexible provision
Play
Quality improvement
Transition and continuity
Learning and development requirements
Observation, assessment and planning
Safeguarding and promoting
children’s welfare
Staffing arrangements including ratios
Ages and Stages
Birth to 11
months
8 to 20
months
22 to 36
months
30 to 50
months
16 to 26
months
40 to 60 +
months
Problem Solving, Reasoning
and Numeracy
Requirements
• Children must be supported in developing their
understanding of Problem Solving, Reasoning
and Numeracy in a broad range of contexts in
which they can explore, enjoy, learn, practise
and talk about their developing understanding.
They must be provided with opportunities to
practise and extend their skills in these areas
and to gain confidence and competence in their
use.
Aspects of Problem Solving,
Reasoning and Numeracy
Problem Solving, Reasoning and Numeracy is made up of the
following aspects:
• Numbers as Labels and for Counting - is about how children
gradually know and use numbers and counting in play, and
eventually recognise and use numbers reliably, to develop
mathematical ideas and to solve problems.
• Calculating - is about how children develop an awareness of the
relationship between numbers and amounts and know that
numbers can be combined to be 'added together' and can be
separated by 'taking away' and that two or more amounts can be
compared.
• Shape, Space and Measures - is about how through talking
about shapes and quantities, and developing appropriate
vocabulary, children use their knowledge to develop ideas and to
solve mathematical problems.
CD Rom
Weblinks
Early Years Foundation Stage
• http://www.standards.dcsf.gov.uk/eyfs/site/index.htm
Primary Frameworks
http://www.standards.dfes.gov.uk/primaryframeworks/fou
ndation/
MEWAN – Buzzy Bee
http://www.mewan.net/eyfs/
EYFS key messages
• EYFS is for every child
• EYFS principles are the starting point for
effective practice
• EYFS builds on what practitioners already do well.
• EYFS brings learning and welfare requirements
together
• EYFS supports continuity and coherence for
all children
Coffee break
Learning and Teaching in
Mathematics
Session
• Renewed Framework
• Pitch and Expectation
• Guided Group Work
Mathematics Framework
• How and when did you introduce the
framework?
• Are staff confident at navigating the
E-Framework?
• Are staff aware of what is available on
MEWAN?
• Positives and Negatives
• Next steps / ideas
Pitch and Expectations
• What is it?
• Where do you find it?
• Have you used it?
Pitch and Expectations
Activity
Look at the objectives
• Discuss the types of activities you would
expect to do/see to meet these
objectives
• Compare how the Pitch and Expectation
examples relates to your activities
Guided Learning
• Pyramid Example
What is the purpose of
guided Mathematics?
Working with the guided groups, the teacher is
providing opportunities, in this case, to:
• extend work by linking it to class work;
• provide opportunities to challenge children further;
• provide opportunities for planned talk and use of correct
mathematical language to explain their reasons and
rehearse their arguments;
• follow a line of enquiry based on patterns children have
noticed;
• allow children to work collaboratively
• support learning, after observation through key
questioning;
• provide opportunities to reflect on and refine their
reasoning;
• involve all pupils throughout the session.
Aspects of learning
• Discuss which aspects of learning were
being addressed through the Guided
Mathematics Session
Guided mathematics in the
classroom - implications
As a class teacher;
• When should guided sessions happen?
• Who should get what/when?
• What issues might there be?
Implementation of guided
Mathematics
As a Subject Leader;
• How and when would you implement this
within your school?
• What support would staff need?
Lunch
Updates and Maths Recovery
National Annual Plan 2008-09
Context:
Williams review
Every Child Counts
Curriculum review
New targets
EYFS becomes statutory
Children’s plan
National Annual Plan 2008-09
Progression and assessment
Clarifying progression between and across Units in
Framework
PDMs to develop understanding of progression and AfL
practices in schools
Video materials that align planning and assessment
processes through Framework
Develop guidance on day-to-day and periodic
assessment linked to Assessing Pupils’ Progress
(APP) process
National Annual Plan 2008-09
Pedagogy
Strengthen planning using the Framework
Develop guidance and materials to support guided
group work in mathematics
Teaching guidance - mental, reasoning and
communication skills in mathematics
Repurpose problem solving, models and images
materials
National Annual Plan 2008-09
Intervention
Extend range of level-by-level materials to include L4 to
5 and FS to L1
Develop guidance on use of materials for teachers and
teacher assistants
Produce in-school CPD packages on strengthening
progress for all children
Work with partners on developing ECC
National Annual Plan 2008-09
Leadership
• Continue to develop Continuing Professional
Development (CPD) programme for Headteachers
• Guidance on leading improvement in AfL
• Strengthen subject leadership, develop Professional
Development Meetings (PDM)s for Senior Leaders
(SL)s to use in schools
• Guidance on and examples of implementation of
collaborative classroom-focused CPD
Public Service Agreement
(PSA) Agreement 10
Raise the educational achievement of all
children and young people
Indicator 1: Early Years Foundation Stage
attainment
Indicator 2: Proportion achieving Level 4 in both
English and mathematics at Key Stage 2
PSA Delivery Agreement 11
Narrow the gap in educational achievement between children from
low income and disadvantaged backgrounds and their peers
• Indicator 1: Achievement gap at Early Years Foundation
Stage
• Indicator 2: Achievement gap between pupils eligible for
free school meals (FSM) and their peers achieving the
expected levels at Key Stages 2 and 4
• Indicator 3: Proportion of pupils progressing by two levels
in English and mathematics at each of Key Stages 2, 3
and 4
• Indicator 4: Proportion of pupils in care achieving Level 4
in English and Level 4 in mathematics at Key Stage 2
EMA targets
• For each of these indicators LAs will be
required to provide a breakdown by
minority ethnic group. The groups have
been revised to include Gypsy/Roma and
Travellers of Irish Heritage
2011 PSA targets (EYFS)
EYFS Target for 2011
2005
2006
2007
2008
2011 target
2008 result
+4%pts
The percentage of
children achieving a
good level of
development
48%
44%
45%
N/A
Closing the gap
N/A
38%
37%
N/A
2008 result
-3%pts
2011 PSA targets (Primary)
Key
Target
Stage
type
KS2
Progress
KS2
KS2
Subject
2007
2009
2011
2007 - 2011
result
milestone
target
improvement
En
83%
88%
92%
+9%
Progress
Ma
76%
82%
87%
+11%
Attainment
En & Ma
71%
75%
78%
+7%
Proportion of pupils achieving Level 4+
in both English and mathematics (KS2
2006) by entitlement to FSMs
80
74
70
60
52
% Pupils
50
40
30
20
10
0
Entitled to FSMs
Not entitled to FSMs
Every Child Counts
Aims
• To enable the lowest attaining children to make greater progress
towards expected levels of attainment in mathematics, catch up with
their peers and achieve level 2B or better by the end of KS1, so
putting them on course for further success in the subject at school
and beyond.
• To provide, from the academic year 2010 to 11, intensive support in
mathematics to 30, 000 Year 2 children annually.
• To build capacity and expertise in regions, LAs and schools so there
is system wide provision of intensive support for mathematics to
targeted groups of underperforming children in KS 1 and early KS 2.
• To improve leadership of mathematics and intervention in LAs and
schools through the establishing, capturing and sharing of good
practice in mathematics assessment, teaching and targeted
intervention.
Primary Framework –
future work
• Provide map of mathematics section of Framework
• Guidance on planning for mixed-age classes
• Identify assessment opportunities within Unit learning
overviews
• Relate objectives to strands
• Restructure Units in response to feedback
• Develop CPD area
• Extend range of resources in library
• Incorporate vocabulary into EYFS Units
• Update ICT notes
Local Updates
• Networks – year 1,3,5
• Level 3 – 4 year 6 training
• 140+ attendees
• MEWAN
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Long term overview
Strands and objectives excel document
Maths facts leaflets
Parents’ leaflets revised
• Maths Recovery
The
Mathematics
Recovery
Programme
Aims
• To become more familiar with the Maths
Recovery
What is Maths Recovery?
• Early intervention programme
• Is essentially a short term intervention
programme
• Identifies children who are at risk of failure in
mathematics
• Provides specialist MR teachers with an
intervention programme that enables them to
advance children to a level at which they can be
successful in the classroom situation
Developed by Professor Bob Wright at Southern Cross University,
New South Wales, Australia
Maths Recovery – Key Principles
• Assessment by diagnostic interview which is
videotaped
• Assessment of able and less able children
across the four operations
• Early Intervention: Pupil profiles and Individual
Education Plans
• Application of assessment and teaching to the
classroom setting
• Professional development: leading to confident,
knowledgeable staff in early numeracy to provide
support for and in schools?
Overview of Mathematics
Recovery Programme
1.1 Early Arithmetic Strategies
1.2 Base Ten and Advanced Arithmetic Strategies
2.1 Early Grouping: Structuring Numbers 1 to 10
2.2 Advanced Grouping: Structuring Numbers 1 to 20
3.1 Early Multiplications and Division
3.2 Advanced Multiplication and Division
Areas of Assessment
• Forwards counting
(up to 100 / up to 30 / up to 10)
• Number after
• Number identification
• Number recognition
• Backward counting
(within 100 / within 30 / within 10)
• Number after
• Sequencing numbers Additive task (both
screened / first collection screened/ unscreened)
• Missing Addend : 4 + ( ) = 6
Assessment 1.1
Principles of Teaching Activities
• The teaching approach is inquiry based solving problems involving
the child in thinking hard on challenging tasks
• informed by the comprehensive assessment
• The teacher can plan to take the child to the new learning which is
within their grasp
• selecting from a bank of teaching activities
• The teacher understands the pupils numerical strategies and
deliberately engenders the development of more sophisticated
strategies
• Teaching involves intense ongoing observation by the teacher
and continual micro adjusting or fine tuning of the teaching
• The teacher provides the child with sufficient time to solve a given
problem
Stages of Learning
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Emergent
Perceptive
Figurative
Abstract
Facile
The Emergent Child
An Emergent child is;
• Not able to count a collection of counters, for example 13 or 18
counters
• Not be able to count on from one but not able to say
immediately the number word after a given number in a range
of one to ten
• Has difficulty counting backwards
• Unable to say the number before a given number
• Able to recognise some but not all numbers 1-10 (might be able
to recognise 1-5 / confuse numerals such as 6 and 8)
• Able to recognise some but not all regular spatial patterns ( will
try to count the dots)
• Able to make finger patterns corresponding to the numbers
from 1 to 5
The Emergent Child
- Development
• Strengthening forward number word sequence in the range 1 to
20
• Strengthening backward number word sequence in the range 1
to 10
• Extending number recognition and identification and numeral
sequence
• Extending spatial and finger patterns for numbers in the range
one to five
Teaching the Emergent Child
– Key activities
Counting - forwards, backwards,
number before, number after
• Copying and saying the numbers
• Saying alternate numbers
• Carry on the count
• Flash a number say_____
• Number cards in order
• Random number cards to order
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Number cards for recognition
Numeral track all seen—begin to
screen
Counting items
Give me ? Counters
Counting in a row
Counting items of 2 colours
collections in a group and in rows
Teaching the Emergent Child
- Finger Patterns
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Using two hands children need to partition numbers
Can be used as a brain break activity ‘ show me 5’
Fingers are good for a lot of calculation1-5 then 1-10
Watch me and repeat
Lets do it together
Throw a number
Bunny’s ears
Double patterns in front using 2 hands
Using fingers to keep track drop the cubes
Coffee break
Role of the
Subject Leader
Aims
• To continue to develop an understanding
of the role of the Mathematics Subject
Leader
Audit your subject area
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4 key areas
Questions to consider
Evidence
ACTION?
• Who is this information for?
Yearly Time line
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What happens and when in your school
What information is collected?
What assessments are carried out?
What monitoring is required?
What transition arrangements are in
place?
• Are they efficient, effective and well
organised?