Transcript SLDM Autumn 2010

Subject Leader Development Meeting
November 2010
http://education.staffordshire.gov.uk/Curriculum/Subjectareas/Mathematics/Resources/Maths+photos.htm
Starter 1 - where’s the maths in that?
Programme
0915
Session 1
Secondary Mathematics Update
Update from OfSted - Mathematics Subject Criteria
2010 KS2, 3 and 4 data
1030
Tea/Coffee
1055
Session 2
Peer and self assessment with the new Bowland
materials to promote the process skills in mathematics
Objectives:
 To review KS2, 3 and 4 data for 2010
 To consider the latest Ofsted research and its
implications for the mathematics classroom
 To consider strategies for developing the process
skills involving peer and self assessment
 To explore new assessment materials for
Mathematical Processes and Applications (Bowland
& Nuffield AMP)
The Brave New World …?
What’s happening with…
 KS2
 GCSE
 Functional Skills
 Diplomas
 A levels
?
http://www.nspcc.org.uk/get-involved/
APP Update
 Each school is required
to bring examples of
pupils’ work
demonstrating one or
more of the gap task
problems.
APP moderation meetings
Tamworth
3 Dec am
Belgrave
East Staffordshire
24 Nov am
Thomas Alleynes
Moorlands
6 Dec am
Painsley
Newcastle
26 Nov am
Chesterton
Lichfield
24 Nov pm
The Friary
Cannock
6 Dec pm
Cardinal Griffin
Stafford
30 Nov pm
Weston Rd
Leek cluster
13 Dec am
Leek High
Wolgarston/Codsall cluster
14 Dec am
Codsall Middle
Ounsdale/Edgecliff
2 Nov pm
Ounsdale High
Emerging trends in KS4 practice

Grade C GCSE is important: without it, doors close
but the heavy emphasis on grade C GCSE is leading
to lots of ‘teaching to the test’
 starting GCSE in Year 9
 focus on C/D – close monitoring, mentoring often





linked with English for the 5A*-C measure
use of re-sits
stopping mathematics early (usually post C+)
some use of two awarding bodies for GCSE
readiness for A/AS level?
other qualifications
Subject leader development day| 11
Emerging trends in KS3 practice


Two-year KS3

SoW usually based on the mathematical content of
the curriculum (Ma2-4) but without explicit
development of UAM/key process skills

Nurture groups and competence-based curricula:
often taught by non-specialists with responsibility
located outside the mathematics department
SoW usually revised – now often contain problems or
functional skills activities – but which pupils do them?
Subject leader development day| 12
Improving the curriculum:
what are we finding?

Many teachers in a department working hard to help their
pupils do well (in tests and exams) … revision,
intervention, mentoring …

Problem solving, investigation, practical activities, ICT –
but unevenness in how much each pupil experiences

Rarely is there explicit development of using and applying
mathematics/functional skills – usually pupils are expected
to acquire them through doing some tasks

Less emphasis on A/A* work, especially algebra (a
consequence of modular GCSE/2-tier?)

Little attention given to proof at KS3 and 4.
Subject leader development day| 13
Improving teaching:
what are we finding?

Many teachers in a department working well with (some)
colleagues, sharing ideas …. but informally so not all
teachers benefit from shared good practice.

A lack of guidance on approaches that underpin
conceptual understanding and progression.

Observations by subject/senior managers that focus on
what the teacher does rather than gains in pupils’
knowledge, skills and understanding.

Sometimes, whole-school policies do not support good
T&L in mathematics (eg marking and lesson planning)

Development plans that do not always include improving
teaching as a strategy for raising standards.
Subject leader development day| 14
Improving leadership and management:
what are we finding?

HoDs have more access to professional development than
their colleagues … other teachers receive limited
mathematics-specific CPD, and little subject INSET time in
schools.

Much emphasis on short-term strategies (eg intervention,
revision, booster) and not enough on improving quality
first teaching.

Data analysis used to check progress and intervene but
not often used strategically to improve provision

Not all HoDs have benefited from good role models of
middle L&M. Not all senior leaders model good line
management or understand the issues in mathematics.
There are not enough good mathematics teachers and
subject leaders so we must develop those we have.
Subject leader development day| 15
2010: hot off the press!
Subject criteria
(available for all subjects)
OfSted Subject Criteria
 In pairs, consider the grade descriptors and
supplementary mathematics specific guidance,
and decide whether the statements describes
practice that is:
 Outstanding
 Good
 Satisfactory
 Inadequate
Key Stage 2 Outcomes in Mathematics 2010
National and Staffordshire Trend KS2
% pupils achieving level 4+
National
Staffordshire
85
Staffs 81%
80
National 80%
75
70
65
60
55
50
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Mathematics
Key Stage 2 Outcomes in Mathematics 2010
LA Key Stage 2 Mathematics Priorities
2010/11
 Support schools in appropriate audit and design of the curriculum to
meet the needs of all children
 Build on continued success and improve conversion rates from L2 to
4+
 Ensure all schools exceed the threshold of 55% in English & Maths
and further increase the number of children attaining levels 3+ by the
end of KS2
 Underpin learning and teaching by embedding robust assessment
and effective tracking
 Further improve progress and achievement particularly across years
3&4
 Ensure all children particularly FSM pupils make appropriate
progress in line with national expectations and the children’s own
potential
 Ensure spoken communication is developed intensively in all subjects
KS2 – 4 Progress
2010 Data (2009 in red)
3+ Levels Progress
KS2-4
English
Mathematics
National
Staffordshire
70%
66%
64%
60%
71%
67%
61%
60%
2010 KS3 TA – LA figures
Maths
English
Science
L5+
L6+
Gender gap
82.9%
(+1%)
81.6%
(+ 1%)
83.7%
(+1.3%)
60.4%
(+0%)
42.3%
(+0.4%)
48.9%
(+1.2%)
L5+ 0.8% G
L6+ 1.0% B
L5+ 12.9% G
L6+ 12.3% G
L5+ 3.0% G
L6+ 1.1% G
2010 KS3 TA – LA figures
2010 5 A* - C including Maths and English
Staffordshire
5 A* - C including Maths and English = 53.3% (+2.5%)
National
5 A* - C including Maths and English = 53.1% (+3.3%)
2010 GCSE Mathematics A* - C data
 Staffordshire figure approx 61.5% (increase 1.6%)
 National figure 58.4% (increase 1.2%)
 Nationally gender difference closing to 0.3% in
favour of boys
 Increase for 30 out of 53 schools, 7 by more than
10%
2010 KS2 to 4 Progression - LA
2010 KS2 to 4 Progression - National
2010 KS3 to 4 Progression - LA
2010 KS3 to 4 Progression - National
Session 2
 To consider strategies for developing the process
skills involving peer and self assessment
 To explore new assessment materials for
Mathematical Processes and Applications (Bowland
& Nuffield AMP)
Starter
 Find the solution to each of the mystery
tasks on your table
Bowland Assessment Tasks
 35 tasks
 Span NC levels 3 to 8
 Available as PDF, Word
and PPT
What is in each Bowland task?





Several pages long
Page 1: Introduction
Page 2: Key Processes Task
Page 3: Progression in Key Processes
Other pages: Sample pupil responses
Applying Mathematical Processes
(AMP) activities - Nuffield
The 20 AMP activities include:
 11 Mathematical investigations, such as working out
a method to collect the greatest number of gold
coins when moving through a maze.
 9 Practical explorations, such as designing a table
or scheduling the work to be done in a fashion
workshop.
Key Process Skills
 Representing
 Analysing
 Interpreting and evaluating
 Communicating and reflecting
Peer and self assessment
 Helps pupils to become more aware of the goals of
their learning and the ways in which they can
improve their work to achieve these goals
The PD module:
 Explores how pupils can assess and develop their
own abilities to use the Key Processes when
problem solving
Sending texts
Try the task in pairs
Sample responses
Consider the sample responses:
 Did the pupils choose a good method?
 Is the reasoning correct?
 Are the conclusions sensible?
 Was the reasoning easy to follow?
 Can you order the responses?
Differentiation
 Differentiate by quantity? (When pupils appear successful, you
provide them with a new problem to do)
 Differentiate by task? (You try to give each pupil a problem that
is matched to their capability)
 Differentiate by outcome? (You use open problems that
encourage a variety of possible outcomes)
 Differentiate by level of support? (You give all pupils the same
problem, but then offer different levels of support, depending on the
needs that become apparent)
Stretching pupils that succeed
 Find more elegant ways of representing and tackling
the task
 Make up their own variants or extensions to tasks
 Devise their own ‘progression steps’, to develop
their own understanding of Key Processes
 Task specific extensions
Bowland Tasks
 Look at the tasks and begin to consider how you
might use them to aid the teaching of the Key
Process Skills in your school
Subject Leader Development Meeting
Dates for your diary:
 Highs 16th March 2011
 Middles only 8th March 2011
 Buy-in session with a focus on the teaching and
learning of algebra
Session 3
 To develop communication skills in
mathematics
 To begin to develop strategies that enable
pupils to demonstrate these skills
Improving the curriculum:
what are we finding?

Many teachers in a department working hard to help their
pupils do well (in tests and exams) … revision,
intervention, mentoring …

Problem solving, investigation, practical activities, ICT –
but unevenness in how much each pupil experiences

Rarely is there explicit development of using and applying
mathematics/functional skills – usually pupils are expected
to acquire them through doing some tasks

Less emphasis on A/A* work, especially algebra (a
consequence of modular GCSE/2-tier?)

Little attention given to proof at KS3 and 4.
Subject leader development day| 46
Improving teaching:
what are we finding?

Many teachers in a department working well with (some)
colleagues, sharing ideas …. but informally so not all
teachers benefit from shared good practice.

A lack of guidance on approaches that underpin
conceptual understanding and progression.

Observations by subject/senior managers that focus on
what the teacher does rather than gains in pupils’
knowledge, skills and understanding.

Sometimes, whole-school policies do not support good
T&L in mathematics (eg marking and lesson planning)

Development plans that do not always include improving
teaching as a strategy for raising standards.
Subject leader development day| 47
June 2008
 Many candidates (57%) recognised that the
required angle was 120º but then failed to
explain why this was the case.
June 2009
 Presentation of working out remains an issue for
many candidates. There remain many occasions
when working out is not in order, and is
sufficiently unclear to an examiner struggling to
award method marks when the answer given is
incorrect.
Teachers
A newspaper predicts what the ages of secondary school teachers will
be in six years’ time.
They print this chart.
100%
Key:
Age in years
50+
40 to 49
30 to 39
20 to 29
50%
0%
Male
Female
 Why do pupils find this type of question difficult?
 What are the barriers?
 What strategies could we use to overcome these
problems?
Possible Strategies




Use of exemplar answers
Draft and re-draft
Pupils write a mark scheme for given questions/responses
Insert missing mathematical vocabulary into incomplete
sentences
 Use of writing frames
 Rearrange sentences
 ‘Text’ responses – limiting the number of characters
 Structured use of responses
Favourite sport
Karen asked ten people:
‘What is your favourite sport?’
Here are her results.
Football cricket
Hockey swimming
football
football
hockey swimming
netball football
(b) Is it possible to work out the mode of these results?
Explain how you know.
 Create a set of at least 5 cards that
demonstrate a range of responses
Mathematical Communication
 Structured responses that demonstrate a
logical approach, mathematical thinking
and reasoning.
Source Edexcel mock foundation paper
Barriers and Strategies
 In what respect are the barriers/strategies to this
type of question different to those already
considered?
 What are the similarities?
Possible Strategies
 Use of exemplar answers
 Draft and re-draft
 Pupils write a mark scheme for given
questions/responses
 Spot the errors
 Peer assessment
 Missing steps
 Ordering of solutions
Draft and Re-draft
 On your own, write an explanation for the given
question
(you have 1 min)
 Re-draft your answer with a partner
(you have 1½ mins)
 On your table arrive at a final explanation
(time limit 2 ½ mins)
 Exchange your response with the next table and
suggest improvements
Next Steps
 Identify areas of good practice at both school
and departmental level
 Share expertise
 Trial a strategy across all members of the
department
 Feedback and follow-up at a later date
 Consolidate and embed into departmental
practice