Key Stage 3 National Strategy Interacting with Year 8.

Key Stage 3 National Strategy

Interacting with Year 8Interacting with Year 8


To explain the purpose and use of the To explain the purpose and use of the Year 8 materialsYear 8 materials

To explore the mini-pack on handling To explore the mini-pack on handling data and consider effective ways of data and consider effective ways of using the materials using the materials

ObjectivesObjectives

OHT 1.0


Interacting with mathematics in Interacting with mathematics in Key Stage 3: aims Key Stage 3: aims

planning for teaching that engages and planning for teaching that engages and challenges pupilschallenges pupils

developing mathematical reasoning in developing mathematical reasoning in pupilspupils

OHT 1.1a

To support mathematics departments in:To support mathematics departments in:


encourage a fresh look at the mathematics encourage a fresh look at the mathematics itself itself

suggest imaginative activities for promoting suggest imaginative activities for promoting mathematical talkmathematical talk

gather useful resources on which teachers can gather useful resources on which teachers can drawdraw

stimulate new approachesstimulate new approaches

OHT 1.1b

The mini-packs are designed to:The mini-packs are designed to:

Interacting with mathematics in Interacting with mathematics in Key Stage 3: aims Key Stage 3: aims


Features of the mini-packsFeatures of the mini-packs

Focus on key mathematical ideas and thinking Focus on key mathematical ideas and thinking

Based on the Year 8 teaching programmeBased on the Year 8 teaching programme

Mathematical activities to engage and challengeMathematical activities to engage and challenge

Focus on teaching strategiesFocus on teaching strategies

OHT 1.2


Departmental Departmental meetingsmeetings


To reflect on current teaching of handling data in To reflect on current teaching of handling data in Y8 in the departmentY8 in the department

To consider pupils’ responses to test questions To consider pupils’ responses to test questions and the implications for teaching and learningand the implications for teaching and learning

To explore how the sample unit fits into the plan To explore how the sample unit fits into the plan for the year and how it is organised to address for the year and how it is organised to address the objectivesthe objectives

To examine the unit in more detail including To examine the unit in more detail including

some of the data filessome of the data files provided.provided.


OHT 1.0


Height in cm

Less than 140

140 h150

150 h160

160 h170

170 h180

180 h190

190 h200

200 or more

Total number of males

4

26

68

109

89

40

9

0

OHT 1.3a

Hypothesis 2: Males who cycle to Hypothesis 2: Males who cycle to school are taller than those who don’tschool are taller than those who don’tData set BData set B


Height in cm

Less than 140

140 h150

150 h160

160 h170

170 h180

180 h190

190 h200

200 or more

Males who cycle

2

3

20

34

23

11

1

0

OHT 1.3b



Height in cm

Less than 140

140 h150

150 h160

160 h170

170 h180

180 h190

190 h200

200 or more

Total number of males

4

26

68

109

89

40

9

0

OHT 1.3a


2

3

20

34

23

11

1

0

cycle


Aims of meetingsAims of meetings

Review current approaches in the department.Review current approaches in the department. Consider strengths and weaknesses in pupils’ Consider strengths and weaknesses in pupils’

learning – particularly in interpreting data and learning – particularly in interpreting data and drawing inferences.drawing inferences.

Examine teaching styles and consider how Examine teaching styles and consider how pupils can be actively engaged.pupils can be actively engaged.

Explore a sample unit and related data files Explore a sample unit and related data files from the KS3 mathematics strategy.from the KS3 mathematics strategy.

Consider how to use these materials.Consider how to use these materials.


Departmental work on handling dataDepartmental work on handling data

What do we currently do in What do we currently do in Y8?Y8?

What goes well with different What goes well with different groups?groups?

What goes less well?What goes less well?


Reflect uponReflect upon

The objectives emphasised in The objectives emphasised in our current planningour current planning

The strengths and The strengths and weaknesses in terms of pupils’ weaknesses in terms of pupils’ learninglearning


Data handling cycleData handling cycle

OHT 1.4

Specify the problem

and plan

Collect data from a variety of sources

Interpret and discuss data

Process and represent data

eval

uate

resu

lts


Key Features of HD mini-packKey Features of HD mini-pack

The unit addresses the handling data cycle in The unit addresses the handling data cycle in a novel way, placing the main focus of a novel way, placing the main focus of teaching on interpretation and inference.teaching on interpretation and inference.

The whole HD cycle is made explicit to pupils The whole HD cycle is made explicit to pupils through the structure of the unit.through the structure of the unit.

The stages of the cycle are developed in the The stages of the cycle are developed in the main parts of the lessons and revisited as main parts of the lessons and revisited as starters in subsequent lessons.starters in subsequent lessons.


Key Features of HD mini-packKey Features of HD mini-pack

Aspects of collecting data are considered as Aspects of collecting data are considered as part of each main teaching section.part of each main teaching section.

The plenary is used to refocus on the HD The plenary is used to refocus on the HD cycle.cycle.

The unit represents six hours of lesson time.The unit represents six hours of lesson time. The objectives of the unit are listed on page 5 The objectives of the unit are listed on page 5

and referenced by letter in the unit plan.and referenced by letter in the unit plan.


Handling data Handling data departmental departmental

meeting 2meeting 2



To examine teaching that engages the whole class To examine teaching that engages the whole class in discussing and interpreting data and drawing in discussing and interpreting data and drawing inferences.inferences.

To review current teaching approaches in the To review current teaching approaches in the department, identifying changes that can be made department, identifying changes that can be made and how they can be supported.and how they can be supported.

To decide on practical steps needed to implement To decide on practical steps needed to implement the unit, including adaptations to the materials to the unit, including adaptations to the materials to meet the needs of different groups of students.meet the needs of different groups of students.

To discuss any general implications for the work of To discuss any general implications for the work of the department.the department.


Key points from last meetingKey points from last meeting

Pupils often encounter difficulties in handling Pupils often encounter difficulties in handling data, such as reading scales, solving data, such as reading scales, solving problems with several stages, interpreting problems with several stages, interpreting data and explaining their reasoning.data and explaining their reasoning.

The sample unit addresses the whole of the The sample unit addresses the whole of the data handling cycle, placing emphasis on the data handling cycle, placing emphasis on the weaker aspects. For example, the collection weaker aspects. For example, the collection of data is addressed in an efficient way, so of data is addressed in an efficient way, so that more time can be given to interpretation.that more time can be given to interpretation.


Data handling cycleData handling cycle

OHT 1.4

Specify the problem

and plan

Collect data from a variety of sources

Interpret and discuss data

Process and represent data

eval

uate

resu

lts


Plans for this meetingPlans for this meeting

As department we will:As department we will: consider what the sample unit offers in terms consider what the sample unit offers in terms

of teaching style and interaction, to develop of teaching style and interaction, to develop pupils’ thinking skills\and help them to use pupils’ thinking skills\and help them to use and apply mathematics;and apply mathematics;

identify practical steps toward implementationidentify practical steps toward implementation reflect on general implications for our reflect on general implications for our

department.department.


Purpose of departmental meetingsPurpose of departmental meetings

review current approaches to handling data in the review current approaches to handling data in the departmentdepartment

consider strengths and weaknesses in pupils’ consider strengths and weaknesses in pupils’ learning, particularly in interpreting data and learning, particularly in interpreting data and drawing inferencesdrawing inferences

examine teaching styles and consider how pupils examine teaching styles and consider how pupils can be actively engagedcan be actively engaged

explore the sample unit of work and the related explore the sample unit of work and the related data filesdata files

consider how to use the materialsconsider how to use the materials

OHT 1.5

The purpose of the two departmental meetings is to:The purpose of the two departmental meetings is to:


Meeting notesMeeting notes

Each set of notes are designed in a Each set of notes are designed in a structured way:structured way:

to get maximum benefit from the time to get maximum benefit from the time availableavailable

to minimise the time spent in to minimise the time spent in preparationpreparation


VideoVideo

How does it compare to our How does it compare to our teaching?teaching?

In what ways might we adapt our In what ways might we adapt our teaching?teaching?

Will this be different for different Will this be different for different groups of students?groups of students?


Objective (M R)Objective (M R)

To explore the mini-pack on multiplicative relationships and consider effective ways of using materials

OHT 2.0

Key Stage 3 National Strategy Interacting with Year 8.

Documents

Transcript of Key Stage 3 National Strategy Interacting with Year 8.