Assertive Mentoring - Maths Presentation

7/24/2019 Assertive Mentoring - Maths Presentation

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Assertive Mentoring

Maths

Monday 12th

October 2015


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AIMS OF THIS SESSION

To inform you of the new statutory requirements for

assessment

To give you an overview of the Assertive Mentoring Systewe are following for Maths.

To provide you with information on how to support your

child in their learning at home.


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REMOVAL OF LEVELS

The Government removed the former national curriculum assessment levels

(3c, 3b, etc) because the new curriculum has much higher standards and

expectations.

DfE: The curriculum must include an assessment system which enables

schools to check what pupils have learntand whether they are on track

meet expectations at the end of the key stage and report regularly toparents.

However no new levels for assessment have been introduced nationally.

We are therefore in a new era of assessing without levels. There is now n

national requirement from the government in how schools should assess an

record progress. It is therefore up to each school to develop its own system


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ASSERTIVE MENTORING

The assertive mentoring system format allows the teachers to assess the pupils learnin

variety of progressive statements called steps.

For each year group there are four age-related steps and associated learning statem

pupils are assessed against.

These will be recorded as emerging, developing, secure and mastering these steps w

recorded in the pupils files and discussed at parent consultations.

Under the new national curriculum, children must only work on the objectives for their y

and cannot be taught skills from a higher year group. For those pupils who have reach

end of year expectations, the teachers will provide a range of learning opportunities

greater depth and breadth of understanding specific to their year group.

The new curriculum is 8 months harder at every point because primary standards have

higher!

The curriculum is not about going higher it is about going deeper.


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NEW PRIMARY CURRICULUM FOR MATHEMATICS

WHATS OUT?

INFORMAL WRITTEN METHODS OF

CALCULATION

CALCULATORS

SEPARATE STRAND FOR USING AND

APPLYING

WHATS THERE LESS OF?

EMPHASIS ON ESTIMATION

LESS WORK ON PLACE VALUE

LESS WORK ON DATA HANDLING

(STATISTICS)

Whats there more of?

More challenging objectives,

especially in number

Formal written methods introduced

earlier

More work on fractions

Whats in?

Roman numerals

Times tables up to 12 x 12

Equivalence between metric and

imperial

Long division and algebra (Y6)

Building learning over time and

going deeperGeometry moved

into year 4. Slower and Longer.


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HOW DOES ASSERTIVE MENTORING WORK INMATHS?

Levels with Stages. Stage 1 is Y1; Stage 2 is Y2 etc.

Each Stage is broken down into sub stages

There are 4 Sub Stages per Stage:

Emerging

Developing;

Secure Mastering or Next Stage Ready


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HOW ARE WE ASSESSING IN MATHS?

Use the Half Termly Tests Each pupil completes the half

termly test at the Stage they are

currently operating within

(exception of SENs pupils)

The teacher tracks which areas the

children are not able to do and the

teaching is adjusted accordingly.


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Half termly testExample of questions and structure


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The children also complete a Weekly

Basic Skills Check.

There are 15 of these at every Stage (S1-6).

Pupils take the Weekly Basic Skills Check

in classduring a normal numeracy

lesson at the Stage they are currently

working at... once a week.

This regular practice supports mastery of

the basic skills as the weekly repetitionenables pupils to keep getting right those

questions theyd previously got right so

that basic skills are not forgotten over time

And the teacher addresses common group

misconceptions


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Weekly skills checkExample of questions and structure


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HOW DOES THE TEACHER RUN THE WEEKLY SKILLS C

We suggest that the teacher gives pupils Skills Check

One in week oneat the Stage they are working at -

as a practice exerci se. Pupils aregiven help from the

teacher & TA - they only take 20/30 minutes to do Further help is given to pupils through use of Pupil

Prompt Sheets . These are available for S0-S6

Pupils use the Prompt Sheets to work independently as

they work their way through the Weekly Skills Check.

The Prompt Sheets are also great for homework

Parents love using them to help their children

PupilRecord Sheet. We advise that all 15 Skills

Checks at each level are collated in booklet form withthe record sheet on the front. Pupils record their own

scores on the left hand column of the record sheet.

In the second week, give the pupils Skills Check One

again, this time with NO HELP. They record their

score in the right hand column of the Record Sheet.

Challenge them to achieve the same score in the

without helpcolumn as in the with help column


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FURTHER USE OF THE WEEKLY BASIC SKILLS CHECKS.

Oncea week, in a specially timetabled slot, pupils goRevise Wise Friday groups.

Here, teachers and TAs are each assigned a group of

pupils who arrive with the Basic Skills Check that they

completed earlier in the week in their own class

The teacher or TA leading the groups go through the

weekly basic skills check question by question

They teach to the misconceptionsthat are identified

through this process ie those areas that a significantnumber of pupils got wrong

Next week, back in class, when the pupils take their

next weekly basic skills check, they will have a much

better chance of getting right the questions theyd

previously got wrong


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HOW DO PUPILS LEARN THEIR TABLES?

Pupils are now expected to have learnt their tables - 1-12by the end of Y4. However Y

probably more realistic.

The system aims for children to be able to say their tables in order without hesitation (bro

level); in any order they are asked (silver level) and the associated divisional facts (gold l

Times Tables Record Card. This is to motivate children and allow them to see their own

The front of the card has the tables up to 12 so they can learn them. On the back there a

spaces for pupils to collect stickers once they have achieved the expectations.

For each table, there are three spaces on the reverse of the card. The first is to put a Br

sticker once they can say their tables in order without hesitation; a space for a Silver sticthey can say their tables out of order without hesitation and a space for a Gold sticker on

know the associated divisional facts.

There are class and homework practice sheets for every table. There is also a series of

including a useful excel spreadsheet for this purpose.


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Gold LevelTimes tables and associated divisional facts


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AIMS OF THE NEW CURRICULUM

Fluency in the fundamentals

Reason mathematically

Solve problems


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CHILDREN NEED TO:

Know it

Use it

Explain it


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TEST TIME!

Look at these numbers. Circle the odd one out.

8, 16, 64, 32, 25

Sort these numbers into descending order

94cm, 3cm, 178cm, 4m, 202mm

Bruno the boxer dog love hot dogs. Hot dogs are sold in tins of 8. He eats 6 hot dogWork out how many tins we need to buy:-

A) for a week

B) to last 4 weeks

Assertive Mentoring - Maths Presentation

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