Subject Leaders Meeting Oct 31st AGENDA

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Subject Leaders Meeting Oct 31st AGENDA
9.15-10.00 2006 results National and Local
Developments 10-10.45 Intervention
programmes and Study Plus 11-11.30 Using
AFL in Mathematics 11.30-12.15 Moving Cs to
Ds 12.15-1.00 Lunch 1.00-2.00
Improving Learning in Mathematics 2.00-3.00
What has the Strategy done for us?
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USEFUL WEBSITES
2 more useful websites
http//www.fi.uu.nl/wisweb/en/
http//www.shodor.org/interactivate/activities/
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GCSE Profile
5 A - C All subjects 2005 53.5 Inc EM
40.8 2006
57 44 National all subjects
2005 56 2006 62 LA Maths all
pupils 51, boys 49.6 girls 52.4
English 57.9 49.5
66.4
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KS3 Results 2006
National L5 up 3 to 77 National L6 up 4 to
57 Dudley L5 up 2 to 75 Dudley L6 up 3
to 55 WM L5 up 3 to 76 WM L6 up 4 to 55
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Conversion Rates
L5 KS3 to C is 31 national L6 KS3 to C is 80
national L3 KS2 to L5 KS3 is 32 Dudley and 31
National L4 KS2 to L5 is 91 Dudley 89 Nat L4
KS2 to L6 is 56 Dud 57 Nat
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A level Maths
Entries up by 7.5 biggest increase in a
decade(22.5 Further maths) Second most popular
A Level AS Further Maths up by 58 over 2 years
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Renewing intervention Background

• With new GCSE targets that include English and
  mathematics and the continuing high
  expectations implicit in the KS3 targets for
  EN and MA, school leaders will be looking for
  ways to accelerate the progress of pupils
  struggling to reach Level 5 at KS3 and the Grade
  C threshold at KS4 in these subjects.
• Literacy and numeracy are also crucial skills
  that affect attainment in a wide range of
  GCSE subjects.

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ReRenewing Intervention Background

• Secondary schools will receive 335 million
  additional funding through the Dedicated
  Schools Grant (DSG) from 2006-2008 to support
  personalisation. It is expected that the bulk
  of this funding will be used to support
  underperforming pupils.
• Many schools have developed successful practice
  in improving the progress of low attaining
  pupils using a range of interventions.

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Renewing Intervention

• The number of pupils who progress from Level 3 to
  Level 5 has improved significantly over the last
  two years.
• However, Ofsted continues to report that many
  schools are still struggling to provide a
  satisfactory diet in mathematics for
  low-attaining pupils and are failing to make best
  use of the programmes available to them.

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Renewing Intervention Background
The SNS plans to support schools further in
sustaining existing good practice in intervention
teaching and promote a pedagogy of tailored
support that will benefit learners from 11-16.
Our aim is to sustain current good practice and
extend it to more schools by implementing a
continuous, tailored approach across both Key
Stages 3 and 4.  
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Renewing intervention

• The aims of the SNS intervention project are to
• Renew the approach to intervention in schools
  while sustaining present good practice
• Extend intervention to Key Stage 4
• In order to
• Raise standards in English and mathematics
• Improve literacy and numeracy across the
  curriculum
• We intend to do this by building capacity in
  schools.

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Lest we forget the good news

• There is already good practice in schools
• Use of intervention programmes in Years 7, 8 and
  9
• Use of booster in Year 9
• Standards are rising and conversion rates from
  Level 3 show a rising trend

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The big catch up journey
L3 at end of KS2 going to A-C English 2005
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The big catch up journey
L3 at end of KS2 going to A-C maths 2005
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However.

• Not all individuals and groups have shared in the
  success
• Less than half of pupils get GCSE C in English
  and Mathematics
• Ofsted say Schools are not doing enough to
  improve the literacy and numeracy skills of
  pupils who start Year 7 with English and
  mathematics results that are below average.
• Pupils find it hard to apply what they learn in
  intervention programmes in their mainstream work,
  and so this learning is not embedded

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Intervention starts with the pupils
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Waves of intervention model
Wave 3 Additional highly personalised
interventions
Wave 2 Additional interventions to enable
children to work at age related expectations or
above
Wave 1 Inclusive quality first teaching for all
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Personalised learning

• Our project has a particular focus on English
  and mathematics and is about personalised
  learning for a specific group
• Pupils who
• Are attaining below expectations for their age
• But have the potential to reach those expectations

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English and Maths

• The Progression Maps

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What are the progression maps?

• A web based curriculum planning tool for teachers
  to improve the progress of targeted pupils
• Designed to support teachers in tailoring
  provision to meet the needs of underachievers
• Can be used with pupils attaining below
  expectations but with the potential to reach the
  expected level in Years 7-11
• Covers reading and writing and the main aspects
  of mathematics

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EMIG (Eng/Ma Intervention Group)

• Birmingham
• Bradford
• Cornwall
• Shropshire and TW
• Slough
• Develop progression
• maps for Number

• 4 schools
• 2 teachers from each school
• 2 day residential
• Teaching and learning evening

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Imagine you are new to teaching and have to teach
the following objective.
What will it look like if pupils have been
successful?
I am not sure exactly what that objective means!

• Use a fraction as an operator to find fractions
  of numbers or quantities

What can I do to help if they dont understand?
How will I know if a pupil really understands the
objective?
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Progression in mathematics

• Use a fraction as an operator to find fractions
  of numbers or quantities
• Number
• Algebra
• HD
• SSM
• UAM

FDPRP Mental and Written Calculation Integers
powers roots Place value, ordering rounding
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• Step 4
• Reduce a fraction to its simplest form by
  cancelling common factors.
• Use a fraction as an 'operator' to find
  fractions, of numbers or quantities (e.g. 5/8 of
  32, 7/10 of 40, 9/100 of 400 centimetres).
• Understand percentage as the number of parts in
  every 100 and find simple percentages of small
  whole number quantities.

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Objective
Step 4 Use a fraction as an operator to
find fractions of numbers or quantities
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What does this look like?

• What is
• 5/8 of 32?
• 7/10 of 40?
• 9/100 of 400cm?
• one quarter of 24?
• FTM(P)Y456 p 25
• Equivalent fractions example of pupil work
• Jumping problem example of pupil work

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Probing Questions
Give me some examples of numbers that are easy to
find one fifth of. What about two fifths? Is
there anything special about these numbers? What
about numbers that are easy to find ¾ of? How
would you find 5/8 of a number or quantity?
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Support
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Intervention teaching in KS3
Assessing Pupils progress
Frameworks and programmes
Design
Identify
Assessment for Learning
Review
Tailor
Progression maps
Evaluation
Curricular targets
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The SNS offer
Acute
Targeted
Universal
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Intervention team
SNS On-line training modules
Consultancy Support
LA Training
Advice From SIP
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Renewing intervention

• The aims of the SNS intervention project are to
• Renew the approach to intervention in schools
  while sustaining present good practice
• Extend intervention to Key Stage 4

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Expected impact in schoolsby summer 07

• In all schools
• Intervention team established and trained
• Consultancy based on model established
• Renewed approach to intervention planned for
  07-08 to include KS4

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Expected impact in schoolsby summer 07

• In all schools
• Intervention team established and trained
• Renewed approach to intervention planned for
  07-08 to include KS4
• In some schools
• Consultancy based on model established

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Expected impact in schoolsby summer 07

• In some schools
• Intervention team established and trained
• Renewed approach to intervention planned for
  07-08 to include KS4

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KS4 Study Plus possible time scale
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Improving Learning in Maths
Investigate the set of triangles which have
perimeter 12 units
Sets, arithmetic in different bases,matrices,vecto
rs
Can we encourage students to function as
Mathematicians rather than to practise routines?
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From
passive to active learning Teaching does
not always result in learning. This may seem
self-evident but, as inspection reports tell us,
most teachers of mathematics continue to use
chalk and talk, while learners continue to
adopt passive learning strategies. In a survey of
about 750 learners of mathematics learners
described their most frequent behaviours in the
following ways I listen while the teacher
explains.I copy down the method from the board
or textbook.I only do questions I am told to
do.I work on my own.I try to follow all the
steps of a lesson.I do easy problems first to
increase my confidence.I copy out questions
before doing them.I practise the same method
repeatedly on many questions.
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For these learners, mathematics is something that
is done to them, rather than being a creative,
stimulating subject to explore. It has become a
collection of isolated procedures and techniques
to learn by rote, rather than an interconnected
network of interesting and powerful ideas to
actively explore, discuss, debate and gradually
come to understand. Our first aim in designing
this resource is to make mathematics teaching
more effective by challenging learners to become
more active participants. We want them to
engage in discussing and explaining their ideas,
challenging and teaching one another, creating
and solving each others questions and working
collaboratively to share their results. They
not only improve in their mathematics they also
become more confident and effective learners.
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Fromtransmission to challenging teaching
Traditional teaching methods are sometimes
called transmission approaches methods are
explained to learners one step at a time.
Teachers only question learners in order to
lead them in a particular direction or to check
they are following the taught procedure.
Learners are expected to achieve fluency
through practising these methods on lists of
graded exercises Re((ref fig 1)
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The teachers role in our model is to ? assess
learners and make constructive use of prior
knowledge ? choose appropriate challenges for
learners ? make the purposes of activities
clear ? help learners to see how they should
work together in profitable ways ? encourage
learners to explore and exchange ideas in an
unhurried, reflective atmosphere ? encourage
the discussion of alternative methods and
understandings, examining their strengths and
weaknesses ? remove the fear of failure by
welcoming mistakes as learning opportunities
rather than problems to avoid ? challenge
learners through effective, probing questions
? manage small group and whole group
discussions ? draw out the important ideas in
each session ? help learners to make
connections between their ideas.
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Some underlying principles
Build on the knowledge learners bring to
sessions
Expose and discuss common misconceptions
Develop effective questioning
Use cooperative small group work
Emphasise methods rather than answers
Use rich collaborative tasks
Create connections
Use technology appropriately
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Questioning with mini-whiteboards
Mini-whiteboards are becoming increasingly
common in education, largely as a result of the
Skills for Life strategy with adult learners and
the National Mathematics Strategy in schools.
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Classifying mathematical objects
ODD ONE OUT This type of activity helps learners
understand terminology Ask students to identify
why each one might be considered the odd one
out For example can you justify each of a,b or c
as the odd one out
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In most mathematics teaching and learning, a
great deal of time is already spent on the
technical skills needed to construct and
manipulate representations. These include, for
example, adding numbers, drawing graphs and
manipulating formulae. While technical skills are
necessary and important, this diet of practice
must be balanced with activities that offer
learners opportunities to reflect on their
meaning. These activities provide this balance.
Learners focus on interpreting rather than
producing representations.
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ALWAYS,SOMETIMES, NEVER
Learners enjoy working together,arguing,producing
posters Teachers encourage deeper thinking by
asking for exampeIs it true for decimals or
negative numbers
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COMPARING DIFFERENT SOLUTION STRATEGIES
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CORRECTING MISTAKES IN REASONING
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Subject Leader materials

• Autumn 2005
• Clouding the picture
• Tracking for success
• Key Indicators for progression

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Subject Leader Materials

• Spring 2006
• QCA Implications leaflet
• Planning for algebra(card sort)
• SEF

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Subject Leader materials

• Summer 2006
• Revision KS4 ShapeSpace
• Wave intervention
• Revised primary frameworks
• New GCSE
• Models of intervention
• Pupil questionnaire