MEETING THE NEEDS OF PUPILS P6 S2

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MEETING THE NEEDS OF PUPILS P6 S2
Oldmachar Academy ASG
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MEETING THE NEEDS OF PUPILS P6 S2

• The Aberdeen City numeracy project focuses on
  meeting the needs of the individual at the P6/S2
  progression stage by using a wider variety of
  teaching methods.
• In particular the emphasis will be the exchange
  of good practice between primary and secondary
  staff in relation to interactive teaching methods
  including mental maths, differentiation and group
  work.

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MEETING THE NEEDS OF PUPILS P6 S2

• PROJECT OUTLINE
• The project involves the Oldmachar Associated
  Schools Group the Academy and its 6 associated
  primary schools and addresses recommendations
  made in the recent Oldmachar Academy HMIe report.
  
• The results of classroom observations both by
  primary staff in S1/2 and vice versa will
  highlight key points of interest and areas where
  new approaches can be developed.
• Team teaching opportunities will be built in.
  Liaison meetings will allow the steering group to
  reflect on these observations and plan for the
  dissemination of any new ideas or teaching
  approaches amongst other colleagues.

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MEETING THE NEEDS OF PUPILS P6 S2
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MEETING THE NEEDS OF PUPILS P6 S2

• SELECTION OF SCHOOLS INVOLVED
• At the initial stage of this project the ASG was
  chosen following an HMIe inspection which
  highlighted transition and teaching
  methodologies.
• Key area for development - improve curricular
  links with associated primary schools and raise
  overall standards of attainment at S1/S2
• At S1/S2, the curriculum was broad and well
  balanced, but curricular links with the
  associated primary schools were weak.
• At S1 the needs of pupils were not well met.
  There was potential to raise attainment further,
  and especially at S1/S2.
• Too often lessons over-relied on the use of a
  textbook. Staff did not apply a wide enough range
  of teaching approaches to provide pupils with
  sufficient opportunities to think for themselves.
• In some classes, pupils had too few opportunities
  to co-operate with others, or to develop
  important skills for independent learning.
• The overall quality of attainment at S1/S2 was
  fair. More pupils could achieve their potential
  if coursework was better matched to their needs
  and prior attainment.

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MEETING THE NEEDS OF PUPILS P6 S2

• STEERING GROUP
• A steering group was formed with a
  representative from each school in the ASG,
  including the principal teacher from the
  Secondary and either a P7 teacher or a member of
  the senior management team from the primary
  schools. They were responsible for attending
  meetings and defining the focus of the project.
• Chris Jones Principal Teacher Maths, Oldmachar
  Academy
• Jackie Lamont - Depute Head, Danestone School
• Linda Robertson - P7 teacher, Greenbrae School
• Jackie Harris - Depute Head, Forehill School
• Diane Smith - P7 teacher, Glashieburn School
• Pat Henderson - P7 teacher, Middleton Park
• Jennifer Moir - Maths Teacher, Oldmachar Academy
• For observational visits, all members of the
  maths department became involved and additional
  upper stages teachers from the feeder primaries.

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MEETING THE NEEDS OF PUPILS P6 S2
CURRENT PRACTICE - PLANNING
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MEETING THE NEEDS OF PUPILS P6 S2

• OBSERVATION VISITS
• The initial steering group agreed that
  observational visits would be a good starting
  point for deciding on the focus of the project.
  This would be restricted to the steering group
  only for initial visits and would then be opened
  to other members of staff as appropriate.
• The primary teachers observed an S1 and an S2
  lesson and a secondary teacher saw two lessons in
  different primary schools.
• An initial feedback sheet was completed for this
  visit to allow for teachers to reflect on the
  practice they had seen.
• In general the teachers were very positive about
  the lessons they had observed.

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MEETING THE NEEDS OF PUPILS P6 S2

• OBSERVATION VISITS KEY ISSUES
• Differentiation Staff discussed the pace of
  the lessons and how they suited the individuals
  within the class. Chris Jones detailed how the
  lessons are paced from a joint starting point
  with children then working through a more
  tailored programme depending on their needs. He
  highlighted that this is an area which his
  department will be looking at for development in
  the future. Differentiation is more structured
  in second year after the setting process has
  taken place.
• Grouping Staff discussed the nature of the
  groups in a class with an optimum number being 2
  or 3 to allow it to be manageable. With a
  smaller number it was commented that the quality
  of the teaching is higher and it is possible to
  focus more on individuals. It was discussed how
  to start from a main lesson and then
  differentiate through the task or outcome
  expected.
• Resources Teachers discussed the resources
  which can be used to enhance lessons including
  the interactive whiteboard to motivate the
  children and small dry wipe whiteboards which
  allowed for the children to be active in lessons.

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MEETING THE NEEDS OF PUPILS P6 S2

• OBSERVATION VISITS KEY ISSUES
• Record Keeping/Information Transfer Detailed
  information is passed to the secondary regarding
  the childrens attainment, however there is not a
  standardised procedure for how it is used by the
  teacher.
• Assessment - Testing was discussed and although
  it was felt that it would be beneficial to give a
  clear picture of where the child was at, it was
  felt that this should not be too soon at the
  start of the S1 to allow the children to settle
  in. In S2 more formal assessments are carried
  out. The children all sit a core test and then
  they can sit a base or extension test from there.
  This highlighted the need for all children to be
  taught or to review all topics to some level as
  all the topics are to be assessed.
• Setting The merits of setting the children
  earlier was discussed with the possibility of
  October in S1. Chris Jones (PT Maths)
  highlighted the difference in time allowed for
  maths within the timetable in primary and
  secondary and therefore up to October is only
  actually 28 hours of teaching.

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MEETING THE NEEDS OF PUPILS P6 S2

• TEAM TEACHING
• The team decided to select a CAME lesson to use
  in both the primary and secondary sector. This
  would allow for group work, differentiation and
  extension activities. Also the teachers were to
  demonstrate a mental maths starter for each
  lesson.
• The following guidance was issued to all staff
  involved
• A primary and secondary teacher will work
  together to plan and teach a lesson
• The same lesson will be taught in the primary and
  the secondary
• The project focus is teaching methodologies
  rather than content
• (e.g. interactive methods, group work)
• Pair to arrange a planning meeting (half day)
  before the end of April
• Team teaching to take place by the middle of May
• Aim for a 55 minute lesson with an appropriate
  mental maths starter
• Each pair to decide who is to be the lead teacher
  in each lesson
• Evaluation forms to be completed following the
  lessons

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MEETING THE NEEDS OF PUPILS P6 S2

• TEAM TEACHING EVALUATION
• The following comments are a summary of the
  evaluations gathered from teachers.
• Mental Maths
• It was very useful and beneficial. It made the
  children focus on the four processes the focus
  of the lesson very quickly
• It got the pupils thinking mathematically,
  using new words. It allowed for the knowledge of
  pupils to be gained

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MEETING THE NEEDS OF PUPILS P6 S2

• TEAM TEACHING EVALUATION
• Group Work
• The teachers wanted to explore the advantages of
  group work. They were asked to comment on how
  useful group work is in enabling certain learning
  outcomes to occur.
• Pupils to share ideas
• It allowed for discussion of how rather than
  just focusing on an answer
• There was an active discussion between pupils
• Pupils to work co-operatively
• The pupils had to come to an agreement about
  the answer
• Throughout the lesson, each question was worked
  through independently and then their answers and
  methodologies shared

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MEETING THE NEEDS OF PUPILS P6 S2

• TEAM TEACHING EVALUATION
• Group Work
• Pupils to succeed
• The selection of tasks allowed for many
  different correct answers
• There was much healthy competition in evidence
  as pupils tried to be first with answers
• There is less chance of failure when working
  collaboratively
• The low attainers had the opportunity to give
  answers for the group
• Pupils to support the learning of others
• The children worked together to improve an
  answer
• Using mixed ability groups helped the less able
  child

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MEETING THE NEEDS OF PUPILS P6 S2

• TEAM TEACHING EVALUATION
• Group Work
• Pupils to learn from their peers
• Through the discussion of methods chosen
• Pupils were at times asked to explain the
  correct answers of others
• Opportunities to explain how and why given
  solutions or steps were taken
• Teachers to target the children requiring
  support
• It gave me some extra time with those needing
  extra help.
• The children supported each other rather than
  asking me all the time

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MEETING THE NEEDS OF PUPILS P6 S2

• TEAM TEACHING EVALUATION
• Group Work
• Teachers to provide challenge and extension
• The lesson was chosen to stand alone so the
  work was new to all pupils and even challenged
  brighter pupils especially with the how
  aspect of the open questioning
• I liked the problems with no solutions they
  really made the pupils think
• The lesson proved challenging and raised many
  questions
• Teachers to assess the learning to take place
• Formative assessment techniques were used
  mostly open questioning
• It was easy to observe when using the
  whiteboards

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MEETING THE NEEDS OF PUPILS P6 S2

• TEAM TEACHING EVALUATION
• Group Work
• What effect did the groupings have on the
  pupils motivation?
• The class became very involved and animated
• Motivation seemed high
• What do you feel was successful about the
  lesson?
• The pupils were talking about maths and
  focusing on different solutions
• Pupils had to think and talk about their maths
• We used the Show Me boards for the whole
  lesson. The S1 children were mostly motivated
  and rose to the challenge

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MEETING THE NEEDS OF PUPILS P6 S2

• STAFF IMPACT
• The staff have a greater understanding of the
  progression from, or to, their own stage. They
  have examined their own teaching practice and
  looked at alternative methodologies through their
  observations of other practitioners.
• In partnership, the teachers have planned and
  implemented a lesson within their own class and
  their partners class. They have discussed and
  developed the approaches used, drawing on their
  own strengths and the strengths of their
  partners.
• The teachers have developed confidence in their
  use of different methodologies and have a broader
  range of teaching styles.

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MEETING THE NEEDS OF PUPILS P6 S2

• PUPIL IMPACT
• Teachers commented on the positive reaction that
  they received from the pupils when they visited
  the other classes.
• In the Secondary, pupils who have moved up from
  the feeder schools delighted in seeing their
  previous teachers.
• In the primary schools, the teachers remarked on
  the positive impact it had on the motivation of
  their class. They were keen and enthusiastic to
  meet the secondary teachers and this affected
  their opinions and attitudes towards the
  transition to secondary.

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MEETING THE NEEDS OF PUPILS P6 S2

• PUPIL IMPACT
• Comments from pupils included
• That was fun and much easier than normal maths
• It showed me that I would be able to do the
  work in the academy
• It was interesting to see how an academy person
  might work out the problem
• I soon realised that there was more than one
  way to work out the sums
• It was fun but it made me think
• Some of that work was hard
• The teachers have experimented with a wider
  range of methodologies in their classes. They
  will continue to use or adapt these, which will
  be of benefit to other pupils.

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MEETING THE NEEDS OF PUPILS P6 S2

• EVALUATION OF SUCCESS CRITERIA
• Teachers to review methodologies and evaluate
  them in terms of the impact on their present and
  future practices i.e. logistics, practicalities
  and sustainability.
• Through the steering group meeting and
  discussions between staff, the teachers have all
  examined their current practice, exploring mental
  maths and group work in particular. This enabled
  a shared understanding of the many similarities
  and differences between the schools and sectors.
  It highlighted many of the issues which secondary
  colleagues are tackling (e.g. the shorter periods
  of teaching time, the number of children, the
  broad range of ability in a class before it is
  set). The breadth and demands of the curriculum
  within the primary sector were also discussed.

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MEETING THE NEEDS OF PUPILS P6 S2

• EVALUATION OF SUCCESS CRITERIA
• Teachers utilising a broader range of teaching
  methods within their class to meet pupils
  individual needs
• A greater change was apparent in the secondary
  teachers involved in the team teaching.
• Primary teachers had stated that group work was
  used frequently in their classrooms however
  secondary teachers had commented that this was
  used infrequently prior to the project. It was
  indicated that this would now become a more
  regular feature in their teaching as a result of
  their findings.
• There was an increase in confidence in using
  mental maths, moving from confident to very
  confident. The secondary department have now
  purchased show-me boards for the classes to
  continue using this method.
• Although it was not a stated success criteria,
  all teachers commented on how much they feel it
  has benefited the ASG to meet other colleagues.
  They have gained an insight into the other
  sectors and have now developed strong
  relationships.

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MEETING THE NEEDS OF PUPILS P6 S2

• LONG TERM IMPLICATIONS
• The teachers will benefit from a greater
  confidence and increased awareness of different
  methodologies.
• The teachers have commented repeatedly on how
  valuable it has been to develop the relationships
  between the secondary and the feeder primaries.
  This is something the teachers are keen to
  maintain however it would require a continued
  commitment from the staff and possibly SMT
  support also.
• It was felt that the transition information was
  another area to be addressed in the future.
• The CAME materials could easily be incorporated
  into the primary and secondary maths programme of
  work to promote group work and discussion. They
  could be used as part of an ongoing transition
  project however this would again require
  considerable support from the SMT and also an ASG
  agreement for all schools.

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MEETING THE NEEDS OF PUPILS P6 S2

• LONG TERM IMPLICATIONS
• The teachers valued the opportunity to experience
  a range of methodologies being used with classes
  and seeing them in action. It allowed for a
  member of staff who was confident in their use to
  demonstrate them with their class.
• The team teaching aspect worked well to allow for
  a shared understanding between all colleagues.
  Although they were working out with their comfort
  zone, either in a different class or using
  different strategies, they were supported by the
  other teacher.
• I would not like to see this end. It has not
  been long
• enough to fully experience the many benefits of
  these approaches

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MEETING THE NEEDS OF PUPILS P6 S2

• PROJECT CHALLENGES
• It was initially quite daunting for staff to
  share their experiences and classroom practice
  with colleagues. Some felt intimidated by others
  observing their practice however as the team
  became more familiar with each other they became
  more confident in this process.

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MEETING THE NEEDS OF PUPILS P6 S2

• ADVICE FOR FUTURE PROJECTS
• Set a clear timetable of events for the project
  and define the roles of the people within the
  group
• To best utilise the time and funding available a
  project focus should be decided upon as early as
  possible
• Encourage teachers to be positive about each
  other to develop a mutual respect about the
  different pressures they are under
• Consider the evidence which would be valuable
  early on in the project and decide how best to
  collect and display this
• Set strict guidelines for the return of
  information and evidence
• Have clear lines of communication open for all
  staff