subject leader development meeting november 2010

Subject Leader Development Meeting

November 2010

Starter 1 - Starter 1 - where’s the maths in that?

http://education.staffordshire.gov.uk/Curriculum/Subjectareas/Mathematics/Resources/Maths+photos.htm

ProgrammeProgramme0915 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

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)

Objectives:Objectives:

The Brave New World …?The Brave New World …?

What’s happening with… KS2 GCSE Functional Skills Diplomas A levels

?

http://www.nspcc.org.uk/get-involved/

APP UpdateAPP Update

Each school is required to bring examples of pupils’ work demonstrating one or more of the gap task problems.

APP moderation meetingsAPP moderation meetingsTamworth 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 High

Subject leader development day| 11

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| 12

Emerging trends in KS3 practice

Two-year KS3

SoW usually revised – now often contain problems or functional skills activities – but which pupils do them?

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

Subject leader development day| 13

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| 14

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| 15

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.

2010: hot off the press!

Subject criteria(available for all subjects)

OfSted Subject CriteriaOfSted 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

50

55

60

65

70

75

80

85

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

% p

up

ils a

chie

vin

g le

vel 4

+

National and Staffordshire Trend KS2 National Staffordshire

Mathematics

Staffs 81%

National 80%

Key Stage 2 Outcomes in Mathematics 2010Key Stage 2 Outcomes in Mathematics 2010

Key Stage 2 Outcomes in Mathematics 2010Key Stage 2 Outcomes in Mathematics 2010

LALA Key Stage 2 Mathematics Priorities Key Stage 2 Mathematics Priorities 2010/112010/11

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

3+ Levels Progress 3+ Levels Progress

KS2-4KS2-4

NationalNational StaffordshireStaffordshire

EnglishEnglish 70%70%

66%66%

71%71%

67%67%

MathematicsMathematics 64%64%

60%60%

61%61%

60%60%

KS2 – 4 ProgressKS2 – 4 Progress2010 Data 2010 Data (2009 in red)(2009 in red)

2010 KS3 TA – LA figures2010 KS3 TA – LA figures

L5+L5+ L6+L6+ Gender gapGender gap

MathsMaths 82.9%82.9%

(+1%)(+1%)

60.4%60.4%

(+0%)(+0%)

L5+ 0.8% GL5+ 0.8% G

L6+ 1.0% BL6+ 1.0% B

EnglishEnglish 81.6%81.6%

(+ 1%)(+ 1%)

42.3%42.3%

(+0.4%)(+0.4%)

L5+ 12.9% GL5+ 12.9% G

L6+ 12.3% GL6+ 12.3% G

ScienceScience 83.7%83.7%

(+1.3%)(+1.3%)

48.9%48.9%

(+1.2%)(+1.2%)

L5+ 3.0% GL5+ 3.0% G

L6+ 1.1% GL6+ 1.1% G

2010 KS3 TA – LA figures2010 KS3 TA – LA figures

2010 5 A* - C including Maths and English2010 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 data2010 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 2Session 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)

StarterStarter

Find the solution to each of the mystery tasks on your table

Bowland Assessment TasksBowland Assessment Tasks

35 tasks Span NC levels 3 to 8 Available as PDF, Word

and PPT

What is in each Bowland task?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 Applying Mathematical Processes (AMP) activities - Nuffield(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 SkillsKey Process Skills

Representing

Analysing

Interpreting and evaluating

Communicating and reflecting

Peer and self assessmentPeer 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 textsSending texts

Try the task in pairs

Sample responsesSample responsesConsider 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?

DifferentiationDifferentiation 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 succeedStretching 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 TasksBowland 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 MeetingSubject 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 3Session 3

To develop communication skills in mathematics

To begin to develop strategies that enable pupils to demonstrate these skills

Subject leader development day| 46

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| 47

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.

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%

50%

0%M ale Fem a le

Key: Age in years

50+

40 to 49

30 to 39

20 to 29

Why do pupils find this type of question difficult? What are the barriers? What strategies could we use to overcome these

problems?

Possible StrategiesPossible 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 football hockey swimming

Hockey swimming football 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 CommunicationMathematical Communication

Structured responses that demonstrate a Structured responses that demonstrate a logical approach, mathematical thinking logical approach, mathematical thinking and reasoning.and reasoning.

Source Edexcel mock foundation paperSource Edexcel mock foundation paper

Barriers and StrategiesBarriers and Strategies

In what respect are the barriers/strategies to this type of question different to those already considered?

What are the similarities?

Possible StrategiesPossible 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-draftDraft 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 StepsNext 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