subject leader development meeting november 2010
TRANSCRIPT
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