new to year 6 numeracy added

25th September

New to Year 6New to Year 6Louisa Lochner- Primary Literacy Consultant

[email protected] Perry- Primary Numeracy Consultant

[email protected]

Aims• To support teachers in Years 6 in the assessment,

planning and teaching cycle

• To identify effective learning and teaching strategies to help children to achieve age-related expectations in reading, writing and mathematics

• To ensure teachers in Years 6 are familiar with a range of PNS material which can support their teaching and children’s learning

Celebrating Progress • Only 63% of 11 year olds achieved level 4 or

above in English in 1998, now the figure is 79%, with 83% attaining level 4 or above in reading

• In mathematics, only 59% of 11 year olds attained level 4 in 1998, by 2006 this had risen to 76%

• There is still more to do to ensure that all children are able to achieve their potential, particularly those children who face particular disadvantage and barriers to success

Tracking pupil progress

Tackling underperformance

Who are the pupils?

What can’t they do?

How can we help them?

Is it working?

Knowing your children (1)

• How many children do you predict will reach age-related expectations in reading, writing and mathematics by July 2007?

• How many children are you aiming to move from “below” to “achieving” age-related expectations this year?

• Does your prediction for the number of pupils expected to achieve level 4 in 2007 / 2008 match or exceed the school’s agreed target?

Knowing your children (2)• How does each child’s current level compare to what they

achieved: - at the end of Year 2? - at the end of the last school year?• Which children have made good progress over these

timescales? Why?• What progress has been made by children achieving L2C

at the end of KS1? Are there any differences in the progress they have made in reading, writing and maths?

• Which children need to make accelerated progress in order to reach age-related expectations by July 2008?

Barriers to learning

Class/ classes

Teacher/ Teachers

Number % Number % Number % Number % Number %36 15 42% 27 75% 24 67% 7 19% 6 17%

NC Level NC Level

Paul

0 0 1Ashley

Ramandeep

Ashley

0 0 3Paul Ashley Sonia

Ramandeep Paul Alice

Ramandeep

2 3 2Ashley Sonia David Charandeep

Sonia Lucy

Audric

2 1 4David Lucy Audric Stacey

Alice Charandeep Sally

Audric David Hezza

Alice Al

3 5 4Lucy Sharon Hezza Sharon Kieren Nita

Charandeep Sally Al Tim Gordon Yolan

Sally Stacey Nita Paul Nicki

Al Felicity Fatima Felicity

4 7 10Sharon Tim Suzie Harry Suzie

Stacey Paul Yolan Latika

Gordon Kieren Nigel

Felicity Gordon Kai

4 6 5Harry Hezza Harry Kai Nigella

Tim Nita Latika

Paul Yolan Fatima

Kieren Nicki

7 5 1Nigel Suzie Nigel Sue

Fatima Nigella Janice

Nicki

Kai

5 2 2Sue Janice Sue David P

Latika June June

Nigella Janice

June

5 3 2David P Karen Karen

Jon Jon

David P

1 3 2Karen Agelina

Jon

2 0 1Angelina Agelina

1 1 0

Year 6 Approximate age expectation based on ongoing Teacher Assessment and National Tests

6T

Enter pupil names and the total number of pupils per NC level

Potential group of under-performing children to accelerate progress - *NB Lower Level 4 at end of KS2 is

not a secure Level 4 moving into Year 7

Mrs Tatchel

Pupil Tracking Sheet Reading

Cohort size

Baseline on track for L4+ Potential on track for L4+ Actual on track for L4+ Baseline on track for L5+ Actual on track for L5+

Autumn Spring Summer

5 upper

5 upperNumber Number Number

5 secure

5 secureNumber Number Number

5 lower

5 lower

Number Number Number

4 upper

4 upper


4 secure

4 secure


4 lower

4 lower


3 upper

3 upper


3 secure

3 secure


3 lower

3 lower


2 upper

2 upper


2 secure


2 lower

2 lowerNumber Number Number

Below Level

2

Below Level

2Number Number Number

Class teacher

Simply enter each child’s name against their

achievement at the start of the academic year and

then enter the total number of children for

each NC levelNB If children arrive or leave throughout the academic year simply

add/ delete and adjust the totals

The potential on track indicates the number and percentage if the children in the Target Group make accelerated progress by the end of the academic

year

The totals are automatically calculated to show the number and percentage working at

age-related expectations or above at the start of

the academic year

The number and percentage for the

potential Level 5s are also calculated

Using ongoing Teacher Assessment, update grids

in the spring term

At the end of the academic year enter the

achievement for each child

The end of year totals are automatically calculated

Class/ classes

Teacher/ Teachers

Number % Number % Number % Number % Number %36 15 42% 27 75% 24 67% 7 19% 6 17%

NC Level NC Level

Paul

0 0 1Ashley

Ramandeep

Ashley

0 0 3Paul Ashley Sonia

Ramandeep Paul Alice

Ramandeep

2 3 2Ashley Sonia David Charandeep

Sonia Lucy

Audric

2 1 4David Lucy Audric Stacey

Alice Charandeep Sally

Audric David Hezza

Alice Al

3 5 4Lucy Sharon Hezza Sharon Kieren Nita

Charandeep Sally Al Tim Gordon Yolan

Sally Stacey Nita Paul Nicki

Al Felicity Fatima Felicity

4 7 10Sharon Tim Suzie Harry Suzie

Stacey Paul Yolan Latika

Gordon Kieren Nigel

Felicity Gordon Kai

4 6 5Harry Hezza Harry Kai Nigella

Tim Nita Latika

Paul Yolan Fatima

Kieren Nicki

7 5 1Nigel Suzie Nigel Sue

Fatima Nigella Janice

Nicki

Kai

5 2 2Sue Janice Sue David P

Latika June June

Nigella Janice

June

5 3 2David P Karen Karen

Jon Jon

David P

1 3 2Karen Agelina

Jon

2 0 1Angelina Agelina

1 1 0

Year 6 Approximate age expectation based on ongoing Teacher Assessment and National Tests

6T

Enter pupil names and the total number of pupils per NC level

Potential group of under-performing children to accelerate progress - *NB Lower Level 4 at end of KS2 is

not a secure Level 4 moving into Year 7

Mrs Tatchel

Pupil Tracking Sheet Reading

Cohort size

Baseline on track for L4+ Potential on track for L4+ Actual on track for L4+ Baseline on track for L5+ Actual on track for L5+

Autumn Spring Summer

5 upper

5 upperNumber Number Number

5 secure


5 lower

5 lower


4 upper

4 upper


4 secure

4 secure


4 lower

4 lower


3 upper

3 upper


3 secure

3 secure


3 lower

3 lower


2 upper

2 upper


2 secure


2 lower

2 lowerNumber Number Number

Below Level

2

Below Level

2Number Number Number

What next?

Have all the target group achieved the age-related curricular target?

What are the barriers to

achievement that need to be

addressed?

How can I use whole class and group work to

accelerate their progress?

Class teacher

Which interventions will best support the

accelerated progress of this group?

What are the key gaps in their learning?What did they achieve at the end of KS1?

What about the children with SEN or more

able?

PAT analysis

PAT analysis• How did pupils perform in each subject attainment

target? • How did pupils perform in each topic? • How did pupils perform in different questions? • Question the balance of pupil performance across

AT’s, topics or AFs. Consider the reasons for this.• How can I see how individual pupils have

performed? • Did my pupils attempt all the questions?

TASK analysis of Maths DATA in PAT??

• Task linked to data analysis

Why undertake a question level analysis?

Some additional thoughts

Performance in a test

Teaching approaches

Build on strengthsAddress weaknesses

Share outcomes with pupils

Praise pupils

Personalised learning targets

Ownership of goals

Why that result?

Review curriculum

Tackling underperformance

Who are the pupils?

What can’t they do?

How can we help them?

Is it working?

Achieving age-related expectations in Literacy

QCA analysis of 2006 SATs- Literacy

• Reading overview

• Reading: reinterpreting meaning and finding evidence

• Reading: Assessment focus 6

• Writing overview

• Writing: Developing sentence structure and using a range of punctuation to support complex sentences CHECK WHAT YOUR DOING LOUISA

Helping pupils reach their target

• Guided reading

• Guided writing

• Booster classes

• Maths

Using additional support and targeted resources – impact on

planning, teaching and learning

• Selecting curricular targets which will have the greatest impact on progress and sharing them with children

• Using additional targeted support, including new and existing resources in Y5/6 CD Rom

• Providing opportunities to practise and apply knowledge, skills and understanding to secure learning

4 strands• Strand 7 Understanding and interpreting texts

• Strand 9 Creating and shaping texts

• Strand 10 Text structure and organisation

• Strand 11 Sentence structure and punctuation.

Adjusting planning

• Do my current medium-term plans focus sufficiently on the gaps in children’s learning in order to secure improved knowledge, skills and understanding?

• What adjustments need to be made to my planning? What do the children’s curricular targets need to be?

• Which of the available resources are helpful to use with the whole class, with groups of children, or with individuals?

• What will I do differently next week, the week after, as a result of today’s sessions?

Overview

QCA analysis of 2006 SATs-

Numeracy

Are there any areas that surprise you?

KS2 2007 Maths SATs Papers

Mental Maths Test A lot of number facts the children had to learn Very little using and applying 5 second questions would throw borderline level 4s Need to know times tables

Paper A and Paper B More of an emphasis on Data Handling and Shape & Space (key issue) Representation of the data questions Changing the way questions were written to assess pupil’s application 2 step word problems- not clear enough (incorporating Algebra) Alot of questions in context so children have to use and apply (fractions) Cross-curricular links with Science, reflective of framework How to use tracing paper correctly

Teaching in Year 6

‘A Timeline’

autumn term

summer

ongoing activities

Transfer and

transition

Preparation for SATs

spring term

Transfer and transition

Y5 to Y6summer Y5

Follow up transfer

Overview of Year 6 teaching

• Adapt your planning, teaching and assessment to meet the needs of children in your class • Prominently display curricular targets, success criteria and prompts to support the learning in classrooms• Set engaging home learning activities to consolidate the learning of the curricular targets set• Use ongoing day-to-day Teacher Assessment to provide focused feedback against the achievement of the curricular targets• Encourage children to peer and self assess their own progress against the achievement of the curricular targets• Use ICT-based resources to help children to consolidate and practice key knowledge, skills and understanding

ongoing activities

Summer (Y5)

Autumn (Y6) Spring (Y6) Summer (Y6)

Summer (Y5)

Autumn (Y6) Spring (Y6) Summer (Y6)

SAT Preparation

SAT Preparation

With Year 5 teacher1. Compile pupil tracker information How many children are on track? How many should be on track?2. Analyse QCA tests and children’s work What are key aspects of literacy and mathematics that need to be developed?3. Map out possible use of wave 2 and 3 Interventions for year 6

4. Investigate further the specific aspects and possible barriers for groups/ individual through questioning, interviewing and work scrutiny

5. Review and set high-value age-related curricular targets6. Differentiate the curricular targets for more and less able7. Discuss curricular targets with all additional adults and share with parents/carers and children8. Amend medium and short-term planning to ensure achievement of the curricular targets9. Consider the use of ‘intervention’ to support the accelerated progress of groups/individuals

10. Review progress of groups and individuals against age related expectations 11. Update pupil tracker (if appropriate)

12. Carry out national tests and analyse performance and progress data and scripts

13. Plan and deliver units to support effective transition to next school14 Provide next school/ class teacher with appropriate data and key information15. Work with Year 5 teacher ( see above)

Year 6 Autumn Term• Discuss and set numerical targets for end of year

expectations with Senior Leadership Team

• Set high-value age-related curricular targets based on key aspects of literacy and mathematics that need to be developed

• Use the Primary Framework to amend medium and short-term planning

• Consider the use of interventions to support the accelerated progress of specific groups/ individuals

• Discuss the use of curricular targets with all additional adults and share with parents/ carers and children

Year 6 Autumn Term cont….

• Set high-value age-related curricular targets• Use the Primary Framework to amend medium and short-term planning • Consider the use of interventions to support the accelerated progress of specific groups/ individuals• Discuss progress of groups and individuals against achievement of curricular targets, and other teacher assessments, with children, parents/ carers, peers and senior leadership team•Coaching

Prep for SATs Spring Term

• Set high-value age-related curricular targets• Use the Primary Framework to amend medium and short-term planning • Consider the use of interventions to support the accelerated progress of specific groups/individuals• Discuss the use of curricular targets with all additional adults and share with parents/ carers and children Use evidence from Teacher Assessments to assess where children are against NC levels and update pupil tracker Review end of year expectations for each child

Prep for SATs Spring Term cont..

• Set high-value age-related curricular targets• Use the Primary Framework to amend medium and short-term planning • Consider the use of interventions to support the accelerated progress of specific groups/ individuals• Discuss progress of groups and individuals against achievement of curricular targets, and other teacher assessments, with children, parents/ carers, peers and senior leadership team

PNS Literacy• Timeline – termly – link to ongoing activities and

preparation for National assessments• Ongoing activities – link to revision units• Revision units – after Christmas• Narrative – Non Narrative – Poetry and Plays

(PNS) – Progression Papers• Exemplification materials• Booster materials – additional units (There’s a

Boy in the Girls Bathroom)• Year 6 Literacy Targets/ Year 5 Literacy Targets

How can I support children who need to make accelerated

progress to achieve Level 4?EnglishYear 5 Further Literacy Support materials

Year 6 Booster lessons• introduction• Persuasion• Narrative• Reports

MathematicsYear 5 Springboard materialsYear 6 Springboard materials

Year 6 Booster lessonsSupporting children with gaps in their mathematical understandingInclusion (Year 5 and Year 6)

EAL materialsSEAL materials

How can I support children with particular gaps in

their mathematical understanding?

These materials give support for targeted teaching of areas of mathematics that children

have not understood earlier in their primary school career

• Addition and subtraction tracking chart

• Addition and subtraction booklets

• Multiplication and division tracking chart

• Multiplication and division booklets

What ICT-based resources are available to provide

opportunities for children to consolidate and practice?

• Mathematics Easter CD Programs

• http://www.standards.dfes.gov.uk/primaryframeworks/downloads/PDF/number_facts.pdf

http://www.standards.dfes.gov.uk/primaryframeworks/downloads/PDF/number_facts.pdf

http://www.standards.dfes.gov.uk/primaryframeworks/downloads/PDF/number_facts.pdf

Achieving age-related expectations in

Numeracy

CD Rom

Learning and Action Log

What specific materials are available to support

the social and emotional aspects of learning?

Social and Emotional Aspects of Learning (SEAL)

silver set ‘Going for Goals’

• Guidance booklet

• Going for Gold

• Learning about learning – supporting children to develop positive learning behaviour

What specific materials are

available to support bilingual learners?www.standards.dfes.gov.uk/primary/publications/inclusion/bichildren- Learning and Teaching for bilingual children in the primary phase

• Curricular targets and related aspects of language development pg 39-43

• Graphic organisers pg 21-24• Integrated planning for language pg 29-30• Scaffolding learning pg18-26• Scaffolding comprehension pg 44-47• Writing text cohesion pg 49-50• Writing grammar pg 56-68• Vocabulary development pg 67-75• Guided talk for literacy pg 82-86

http://www.standards.dfes.gov.uk/primary/publications/inclusion/bichildren

new to year 6 numeracy added

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