Transcript Slide 1

Mathematics Subject Leader Network Meeting
December 2012
Vanessa Brown & Trevor Sutcliffe
Programme
Session 1
Update on local and national initiatives
 Headline data KS2, GCSE
 Qualifications update
Session 2
Gathering the views of stakeholders
Session 3
Teaching and Learning with a focus on working with the less
able
Objectives
• To be updated as to developments at a local and
national level in Mathematics
• To become familiar with materials to promote
engaging teaching and learning in the mathematics
classroom
Starter
2012 Key Stage 2
2011 figures in red
2012
Dudley
2012
National
L4+
82%
(79%)
84%
(80%)
L5+
36%
(30%)
39%
(35%)
L6
2%
4%
Level 6
Paper 1 Calculator not allowed
Level 6
Paper 2 Calculator allowed
2012 KS4 Headline Data
 Dudley 5+ A*-C inc E&M = 55.6% (-3.1% percentage
points on 2011)
 National 5+ A*-C inc E&M = 58.6% (-0.4 percentage
points)
KS4 Headline Data
• 5 schools are below 40% (5+ A*-C inc E&M), the
attainment figure for the 2012 floor standard
 2 schools 40 - 49%
 Of which 2 schools are 40 - 45%,
0 schools are 46 – 49%
GCSE 2012
• National June 2012, GCSE A* - C 58.4% (-0.4%)
• Mathematics A* - C
Dudley = 64% (+0.5%) National figure = 70% (+3%)
• Mathematics A/A*
Dudley = 15% (+0%) National figures = 19% (no change)
• Increase for 12 out 20 schools, 7 increased by more than
5%
KS2 – 4 Progress
2012 Data (2011 in red)
3 Levels Progress
KS2 - 4
National
English
68%
71%
Mathematics
69%
64%
Dudley
62%
63%
KS2 – 4 Progression
English Baccalaureate Certificate
• E-bacc certificate will be English, mathematics, science with
first teaching September 2015
• There will only be one exam board per subject offering a
linear examination
• No coursework in English and mathematics (some in science)
Catch up Premium
• Additional funding (£500 per pupil) for those pupils who left
primary school not attaining L4 or above in English and/or
mathematics
• Can be used for 1 to 1 tuition, summer school, catch up
classes
• First payment will be January 2013 for current Y7 cohort
New Qualifications
Edexcel Awards in Algebra
Available at Level 2 and Level 3
Available for first examination and award in May 2013
L2 and 3 non calculator papers of 1½ and 2 hours
These qualifications are aimed at students who:
 need to develop their mathematical skills in a particular area (e.g.
algebra) and build confidence in the subject before progressing to
GCSE or GCE mathematics
 want to gain a qualification which demonstrates their mathematical
ability.
http://www.edexcel.com/quals/academicawards/maths/algebra/Pages/default.aspx
Edexcel Award in Algebra
L2
Edexcel Award in Algebra
L3
A level Changes
For students who started a two-year A level
course in Sept 2012:
For students who start a two-year A level
course from September 2013:
AS examinations will be available in January
2013 and June 2013 and June 2014.
AS examinations will be available in June
2014 and June 2015.
There will be no AS examinations available in There will be no AS examinations available in
January 2014.
January 2014.
A2 examinations will be available in January
2013, June 2013 and June 2014.
A2 examinations will be available in June
2014 and June 2015.
There will be no A2 examinations available
January 2014.
There will be no A2 examinations available
January 2014.
Ofqual also announced that, from September 2013,
students in England will no longer be able to sit A
level examinations in January.
Ofsted Update
•
Schools not showing the expected improvement, or good schools where the
quality of education has declined, will follow the pattern set out in the table below:
Inspected
before
Aug 2012
Inspected after
1 Sept 2012
Next
inspection
within 12–18
months
Satisfactory
Requires
improvement
Special
measures
Good
Requires
improvement
Requires
improvement
Next
Inspection
within 12–18
months
Special
measures
Ofsted Update
Where a school was judged to be good or outstanding, themes
around ‘Achievement of pupils’ were:
• Progress; rapid, sustained, good, outstanding, well above
average, monitored
• Higher than national Sixth Form retention rates.
• Individual groups of pupils make good progress e.g. SEN,
FSM
• High expectations.
• Pupils have a high level of interest and enjoyment of learning
• Strong and effective cross-curricular links.
• Challenging work closely matched to different levels of
ability.
• Teachers have an accurate understanding of pupils’ needs
and requirements.
Ofsted Update
Where a school was judged to be satisfactory, themes
around ‘Achievement of pupils’ were:
•
•
•
•
Attainment is average and achievement satisfactory.
Differences in progress in subjects or between classes.
Work not always tailored to need.
The more able do not make progress they are capable of.
Ofsted Update
Where a school was judged to be good or outstanding, themes around
‘Quality of Teaching’ were:
• Teaching is good and frequently outstanding, with high expectations,
challenging, stimulates thinking, relevant, challenging.
• Good subject knowledge, exciting curricula activities which enthuse pupils
and capture their interest.
• Rigorous monitoring of pupils’ progress.
• Pupils regularly evaluate their own learning in lessons. Marking is up to
date and constructive, and sets clear targets for improvement, receive
feedback, variable quality.
• Disabled pupils and those with special education needs make good
progress using targeted teaching.
• SMSC; promoted, well developed.
• Teachers know pupils well, assess, track and monitor carefully, accurate
data and information about pupils.
• Teaching assistants provide valuable support.
• Effective questioning used to extend pupil thinking, focused on the needs
of different groups of learners.
Ofsted Update
Where a school was judged to be satisfactory, themes around ‘Quality of
Teaching’ were:
• Teaching is satisfactory, but not consistently good enough to ensure sufficient
progress to raise attainment, sometimes not matched to pupil abilities.
• Wide variation in quality of teaching.
• Monitoring of teaching is not consistent.
• Teachers do not consistently use assessment and tracking to measure
progress and plan work.
• Data is not sufficiently well analysed to ensure that all pupils are progressing at
the same rates.
• Good quality lessons are still in the minority. Class work was not matched well
to the range of ages and abilities in the class.
• Learning objectives explained to pupils
• Feedback is not clear or specific enough, precise, conveys clearly what they
have achieved/need to do next.
• Not always good levels of individual challenge.
• Curriculum does not allow children in develop skills as independent learners.
• Level of challenge – more able do not achieve as well as they could.
Ofsted Update
Where a school was judged to be inadequate
Achievement
of pupils
•Overall effectiveness is inadequate and has not improved/
declined since the previous inspection.
•Attainment is consistently low and few prospects for
improvement.
•Pupils underachieve and too many pupils make insufficient
progress. Parents / carers agree with this.
•Not enough pupils are on course to reach the higher levels.
•Pupils not learning basic skills.
•Achievement of disabled/SEN is inadequate.
Ofsted Update
Where a school was judged to be inadequate
Quality of
teaching
•Teaching is inadequate in all stages. Teachers are unaware of
what constitutes effective learning, expectations inconsistent.
•Lessons are not demanding enough, and not well matched to
pupils’ needs.
•Insecure subject knowledge.
•Teaching is over directed and pupils are not always engaged in
their learning.
•Teachers do not use assessment information well enough to plan
the needs of all groups effectively.
•Quality of teachers’ marking is inconsistent and not enough use
is made of personal targets. Marking not followed up.
•Curriculum provides too few opportunities that excite and
challenge pupils. Lack of opportunities for pupils to test and
deepen their knowledge in problem solving and investigative
activities, suitably broad and balanced.
•Pace of learning too slow.
•Teachers talk for too long.
Other Reading?
Customer Negotiated Support
Half Day
(up to 3 hrs)
Whole Day
(up to 6 hrs)
£195
+ VAT
£395
+ VAT
•Based on 1 tutor to 30 delegates (dependant on the audience)
•Prices applicable until 31 March 2013
Spring Term
Subject Leader Meeting
• 21 March 2013
Agenda?
½ day only
The ET Secondary Mathematics team contact details are:
[email protected] 07791 032373
[email protected] 07966 328815
Gathering Evidence from
Stakeholders
Starter
Objectives
To consider:
• How can we gather evidence from our stakeholders?
• How can we further improve the range of evidence
gathered?
Who are the stakeholders?
What evidence will OfSted gather?
• Parent questionnaires
• Parent View website
• Observations of lessons
• Discussions with pupils
• Pupil book scrutiny
• Staff questionnaires
Obtaining the views of registered
parents and other stakeholders
School inspection handbook:
Handbook for inspecting schools in England under section 5 of
the Education Act 2005 (as amended) from September 2012
‘A good education for all’
Ofsted Parent View
http://parentview.ofsted.gov.uk/
Ofsted Parent View
Ofsted Parent View
Ofsted Parent View
• How can we ensure that Parent View is a useful
tool for gathering evidence?
What is pupil voice?
The process of consulting students in order to help find
ways of improving the school experience: either the
teaching and learning that goes on in classrooms or more
general aspects of life at school. Student Voice is a tool
through which we can allow students to have a say in
improving their own education now and to participate in
developing new ideas for the future.
Individual interviews
Small group interviews
Wider-reaching surveys
What form can Student
Voice take?
‘logs’ completed in
writing by individual
students, over time
Whole-class discussions
with the main points
recorded
displayed graphs/charts/poster
where students can record their
assessment of a lesson/an
aspect of a lesson/their learning
post-boxes where
students can
anonymously post their
ideas/responses
Survey Monkey
http://www.surveymonkey.com/
Other Strategies
• Pupils observing lessons, giving feedback
• Pupils as a part of interview panels
• Reviewing SoW
What?
Who? When?
Take action
Change
focus
Action plan &
timeline
How?
Analyse &
conclude
Gathering Evidence
•Questionnaire to
parents Y7, 10
•Y7 pupil interviews
Autumn
term
Spring term
•Pupil interviews
Y9
•Pupil diary Y7
Summer
term
• Y7 book scrutiny
•Pupil interviews Y8, 10
•Questionnaire to parents Y7, 10
Next Steps
• What evidence do you already gather as a
department/school?
• How/where is this evidence recorded?
• What could you further improve the range of evidence
from a greater range of stakeholders?
Session 3: Developing strategies to teach less able students
Objectives
•
To consider the topics that potentially limit the attainment of less able students
•
To develop a bank of resources to engage and challenge the least able students
in these identified topics
Starter
Task
• Generate a list of topics that the least able students find
difficult in their examinations
Topics – some suggestions
•
•
•
•
•
•
•
The definitions of multiple and factor and be able to distinguish between the
two
The different types of number
Working with negative numbers in context, on a number line and in
calculations
Understanding of fractions
Definitions of perimeter and area and be able to distinguish between the two
Knowledge of the mean, median and mode and be able to recall the correct
one at the right time
Plus …
Fractions
•
Sort the cards into groups of equivalent fractions
•
Write new cards so that each group ends up with the same number of
equivalent fractions – each group must contain the fraction in its simplest
form
•
Try to make some correct calculations for finding fractions of amounts
•
Write a new set of cards to make a calculation for the last fraction group
•
Match the four questions with the correct calculations
•
Write questions for the other calculations
Types of Activity
During this and previous subject leader network meetings we have considered
the following strategies:
•
•
•
•
•
•
•
Card sorts (including Tarsia activities)
Mystery tasks
Exploring misconceptions
Functional mathematics problems
Probing questions
Ordering student responses
Investigations – open ended tasks
Task
In pairs or threes …
… choose at least one of the identified topics and create a resource that will
assist the teaching and learning of this area.
(it could be something that you already do!!)
Next Steps
• Repeat this strategy back in school for a different target
group of students
• Integrate new resources into your schemes of work and
ensure that they are used