Secondary National Strategy

Subject leader development meeting: Autumn 2007

Agenda

9:00 – 10:50 Thinking about change11:05 – 1:00 Planning for change 1:45 – 2:15 Study Plus 2:15 – 3:00 Results, RAISEonline 3:00 – 4:00 Updates

Edulink Making Good Progress New KS3

Preparing for change

Objectives

• To consider forthcoming developments in mathematics

• To consider the implications for you and your learners

• To consider practical strategies for coping!

What’s New?

Do you know what changes arecoming for each Key Stage, and when?

Spreadsheet

Priorities!

Use the cards to make a diamond(or a suitably mathematical shape!)

Most urgent at the top, least at the bottom

Focus on Year 10

The 2-tier GCSE without coursework: • how is it different?• what needs to change in your

school?

2 minutes – find 3 points for each.

Looking at papers

Do you know it when you see it?

Could you write a markscheme?

Looking at papers: U&A

Strategy: multi-step questions, show working, select information

Communication: use vocab, use/describe properties, interpret diagrams & graphs, explain

Reasoning: give reasons, select facts, identify errors, compare & contrast, find differences & similarities, criticise, prove

Looking at papers: styleTrue/False/Iffy or Always/Sometimes/NeverFill in (table, cards, sentences)Match (cards, values, statements…)Order (cards, values, statements)Spot the error (method, reasoning)Compare & contrastAnswer + reasonProof (algebraic/geometric/vector)

Looking at papers: problems • answering a variation on the question• no/disorganised working out• poor use of vocab/use of txt spk• brief/vague/shot-in-foot responses• insufficient mathematics in responses• general statements rather than specific to

question • not familiar with style of question

Success For All – N6

Step 1: one problem each, work it outStep 2: mark student response, find

errors, give advice (even if correct)Step 3: how do you decide when a

problem is/is not direct proportion?Step 4: sort cards – direct prop or not,

create & solve your own problemsStep 5: can you think of any other

contexts?

Where are we now?

Self-evaluation sheet

What are your priorities for Y10?

Finstall

Making it happen

KS4 planning toolkit CD

Department planning (SLDM CD)

Standards Unit ‘Success For All’ box

‘Thinking Through Mathematics’ folder

Have we got a video?

Story of a department planning a unit of work together as a result of observing C-grade Y10 pupils working.

Have we got a video?

The school serves a mixture of private & council housing including some commuting from inner London. There is a larger than average SEN intake. Staffing has been an issue. Subject leader (Ashley) has designated 2nd in dept (Lizzie) to work with consultant (Ruth) to lead this.

Barriers

What happens in your department meetings?

Who controls the agendas?

Where are the ideas?

Start with ones you’ve used before…

Always, Sometimes, Never

advantages/disadvantages??

Thinking Through Maths Unit 18 – Using Zero as a place-holder

How does this support understanding?Can you extend it for more able

students?

Thinking Through Maths Look in section 3

cpd – section 3 pages 6 to 8T&L sessions – section 4 pages 4 to 6

Impact!

How will planning collaboratively and the incorporation of richer activities impact on

• your staff,• your students?

Impact for students!

apply in unfamiliar contexts

be independent

evaluate

reason logically

interpret

analyse

reflect

communicate mathematically• verbally • with representations

generalisepattern-seek

explain

Impact!

Depth rather than breadth of activitiesTransferable understanding rather

than temporary skills and algorithmsDifferent curriculum rather than more

Referenced in:New KS3 & KS4 PoS… New GCSEs… Functional Skills… Study Plus…

Study Plus

Aims of Study Plus

• To accelerate the progress of pupils who are not on track to attain Grades C in English or mathematics but may have the potential to do so

• Support pupils’ motivation and learning in relation to English, mathematics and other subjects

• Strengthen key areas of weakness in literacy and numeracy• Have a positive impact on attainment in two or three more GCSE subjects through the application of literacy and numeracy skills in context

Who is it for?

Our target group of pupils are:• Pupils who are not on track to attain grade

C in English or mathematics but have the potential to achieve at this level

For example:• Pupils who end KS3 on level 4 or at a low

level 5 in mathematics and/or English• Pupils predicted by teacher assessment in

the latter part of Year 9 to attain grades D or E at GCSE.

Key features of Study Plus

• Study Plus is a 5-6 term programme that is timetabled during the school day for at least two lessons a week – typically pupils opt for it as part of the school’s option programme

• The approach is flexible; it does not follow a set syllabus

• Study Plus is planned as a sequence of around 20 English or mathematics units or a mixture of the two – each unit lasting 3-4 weeks

• Teaching in each unit is focused by a cluster of curricular targets that have been identified as relevant to the group and individuals by using the English and mathematics progression maps

• The teaching is designed specifically to meet pupils’ learning needs. There is support for the Study Plus teacher through training and materials

• Pupils’ learning is supported by another adult e.g. a teaching assistant or learning mentor who is attached to the group

Key features of Study Plus (contd)

What’s in it for the pupils?

• First class teaching that helps them with essential areas of English and mathematics learning that they find difficult

• Support for their learning that can improve their work and chances of getting good grades in other GCSE subjects

• Topics or themes which are designed to interest and motivate them as well as to meet their learning needs

• Quality time from a TA who takes an interest in them and who will help to review progress and plan future success

Waves of intervention model

Wave 3Additional

highly personalised interventions

Wave 2Additional interventions

to enable children to work at age related expectations or above

Wave 1Inclusive quality first teaching for all

Study Plus pilot main findings from year 1 evaluation (1)• Leadership and management of Study

Plus was outstanding or good in the great majority of schools visited.

• Learning and teaching was outstanding or good in about three quarters of the schools visited.

• More than half of the pilot schools are already confident to report a positive impact on pupil progress in English and mathematics

Study Plus pilot main findings from year 1 evaluation (2)• Around half of the pilot schools are already

confident to report a wider positive impact on pupil progress across the curriculum

• All LAs report that Study Plus is associated with a wide range of improvements in learning and teaching. The response to Study Plus from both teachers and pupils has been predominantly positive.

• The great majority of LAs have provided good support to the Study Plus pilot schools

Study Plus

Improved confidence and self-esteem Improved performance Improved learning and teaching

Study Plus update

• Positive evaluations of first pilot year• Pilot continues with 127 schools• 420 Study Plus schools altogether

including non-pilots starting with Y10 last month

• Study Plus Handbook available to order or on web at:

http://www.standards.dfes.gov.uk/secondary/keystage4/respub/studyplus

Schools doing Study Plus

• Blessed Edward• Bishop-Perowne• Haybridge• Pershore (English)• South Bromsgrove• Christopher Whitehead

Planning for Study Plus - Key Decisions:

What kind of approach?

• Study Plus English • Study Plus mathematics • mixture of Study Plus English and Study

Plus mathematics?

Planning for Study Plus - Key Decisions:

Where does Study Plus fit into the curriculum / timetable?

• option block?• existing non-GSCE curriculum time?

Planning for Study Plus - Key Decisions:

Who will teach Study Plus?

• which teachers?• which teaching assistants / mentors?• budget considerations?• timetabling issues/

Planning for Study Plus - Key Decisions:

How will the pupils be identified?

• FFT / CAT data etc.?• Teacher assessment?• Knowledge of individual pupils?• Consultation with parents?

Planning for Study Plus - Key Decisions:

When do these decisions need to be made?

Briefing for schools intending to run Study Plus next year-

Thursday 7th February- 9.00-12.00Finstall Centre

Provisional results 2007

Improvement in English but 1 ppt fall in mathsKS3

Source: KS3 National Curriculum Assessments SFR

Coverage: All pupils

50

55

60

65

70

75

80

85

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007prov

% o

f Pu

pils

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ng

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+

English Maths

2007 resultsEnglish: 74Maths: 76

Source: KS3 National Curriculum Assessments SFR

Coverage: All pupils

2007 LA attainment at KS3 maths Level 5+

50

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Source: KS3 National Curriculum Assessments SFR

Coverage: All pupils

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Worcestershire KS3 results – provisional data

L5+2005

L5+2006

L5+2007

L6+2005

L6+2006

L6+2007

Eng

75 74 75 39 36 33

Ma 76 78 77 55 60 57

Sci 72 76 75 42 44 42

ICT 74 72 79 25 26 31

Worcestershire KS4 results – provisional data

2005 2006 2007

5A*-C 55.5 57.5 62.8

5A*-C inc Eng &Ma

43 43 48.9

RAISEonline

RAISEonline

Race Relations (Amendment) Act 2000

General duty to:• eliminate unlawful racial

discrimination• promote equality of opportunity• promote good relations between

people of different racial groups

Aims to:

• Create a positive atmosphere and a shared commitment to valuing diversity and respect difference

• Involve everyone in challenging and preventing racism and discrimination

• Meet all pupils` needs, encourage them to reach their full potential and raise educational standards

• Take specific action to tackle any differences between racial groups in terms of their attainment levels and progress, in the use of disciplinary measures against them

Do you know?

• If you have a race relations section in your dept handbook?

• If so, is it relevant and up-to-date?• The progress of any E.A.L. pupils in maths?• What specific help is available for E.A.L.

pupils in your school? e.g. visual aids, dual language cards, T.A. support etc. Do you need to take any action now?

Updates

Edulink

Edulink

What is it? The replacement to wgflWhere is it? www.edulink.networcs.netHow is it different? Search facilities Fewer ‘zones’ (left hand side of wgfl)

PowerPoint

Making Good Progress

A consultative document

‘seeking to open up debate about options to build upon improvements in schools in recent years, and develop even better ways to measure, assess, report and stimulate progress in out schools – so

that every child develops at the best pace and no child gets left behind.’

Areas of focus

The document explores what a stronger focus on individual pupil progress might mean in terms of:

• assessment for learning, and testing for progress,

• personalised teaching and learning to support progressions,

• targets at school and national level.

What does this mean for schools?

• Pilot of single level testing at KS3 pilot currently underway.

• Pilot of individual tutoring for pupils who have started a key stage below national expectations

• Impact on performance targets at KS3 from 2009

• Making Good Progress series

New ‘slow movers’ document

• Focused on ‘slow movers’ identified in terms of conversion from L4 at KS2 to L5 at KS3 in English & maths.

• A relatively small sample of schools, 14 for KS3.

• Focused discussions with Year 8 and Year 9 children in KS3

• Discussions with head-teachers, subject leaders & teachers

• Samples of pupils’ work and teaching plans were examined.

Obstacles toprogress at KS3:

Had difficulty identifying related facts from known number facts

Viewed decimals, fractions and percentages as different and unrelated

Were better at adding and multiplying mentally than subtracting and dividing

Found algebra difficult and did not expect ever to be able to understand it

What KS3 children

need in maths:

Explicit teaching to help them see and use relationships and links in mathematics

Time to talk about and explore the links in related mathematical ideas

Opportunities for concept mapping to review previous learning for a topic or an area of mathematics and explore the links

Modelling by the teacher and other pupils of different ways to approach a problem or mathematical enquiry

Where can I find them?

Edulink: Mathematics Web links Making

good progress.

www.teachernet.gov.uk

www.standards.dcsf.gov.uk

New Secondary Curriculum

Aims of the New Secondary Curriculum

The curriculum should enable all young people to become:

• successful learners who enjoy learning, make progress and achieve

• confidential individuals who are able to live safe, healthy and fulfilling lives

• responsible citizens who make a positive contribution to society

Role of the National Strategy

• Briefings for English, mathematics, science, ICT and B&A secondary consultants (Jan/Feb 2008)

• Materials for Subject Leader Development Meetings (SLDMs) in spring 2008

• Revised frameworks for English, mathematics, science and ICT (phased development – Jan, April and Sept 2008)

• Guidance on the contribution of SEAL to the development of successful learners (spring 2008)

New Secondary Curriculum – LA briefings

Strategy Managers and Headteachers27th February – highs, specials (pm)5th March – middles (am)7th March – ICT SLDM (all day)11th March – English SLDM (all day)12th March – Science SLDM (all day)13th March – Maths SLDM (all day)

The revision of the secondary frameworks

The aims of all four frameworks are to:• increase rates of progress (e.g. the

proportion/numbers of pupils making two levels of progress across Key Stage 3)

• improve progression from Key Stage 2 to Key Stage 4

• improve the levels of attainment at Levels 5 and 6 at end of Key Stage 3, and A*–C at GCSE.

Foundation Subjects

CfBT in partnership with Subject Associations:

• Will support schools to develop effective practice in the delivery of the new secondary curriculum for all other subjects.

• Through regional training events and online support – Jan-April 08