Subject Leader Development Meeting

June 2011

Session 1- Local and national updates Wolf report Optional Tests for KS2 and KS3 Planning for post early entry OfSted proposals

Session 2 – Teaching & Learning mathematics Crime Scene Revision Session Differentiation and incorporating regular

problem solving opportunities

ProgrammeProgramme

ObjectivesObjectives

To be updated as to developments at a local and national level in Mathematics

To become familiar with materials to promote engaging teaching and learning in the mathematics classroom

Starter (1)Starter (1)

2aba + 2

ab

b

a

Use the four expressions on the edges of the ‘card’ with the operations +, -, x, ÷ and squaring, form the expression in the middle of the ‘card’. You must use each expression once and once only.

Starter (2)Starter (2)

4x3 + 32

4x5

2x2

3x2

Use the four expressions on the edges of the ‘card’ with the operations +, -, x, ÷ and squaring, form the expression in the middle of the ‘card’. You must use each expression once and once only.

Government Response to Government Response to Wolf ReportWolf Report

We will ensure that all young people study and achieve in English and mathematics, ideally to GCSE A*-C by the age of 19

For those young people who are not immediately able to achieve these qualifications, we will identify high quality English and maths qualifications that will enable them to progress to GCSE later

New ‘Floor Standards’New ‘Floor Standards’

In 2004, a ‘floor standard’ for secondary performance was set at

20% of pupils getting 5 A*-C GCSEs (English & Maths not

included)

In 2006, it rose to 25% in 2007, it rose to 30% getting 5 A*-C

GCSEs including English and Maths.

In 2010, the new Government raised it to 35% getting 5 A*-C

GCSEs including English and Maths, combined with the majority

of pupils making above average progress from KS2 - 4

In 2012, it will rise to 40% and by 2015 it will rise to 50%.

What can I do after early entry..?What can I do after early entry..?

AQA Use of Maths AQA Level 2 Certificate in Further Maths FSMQ GCSE Statistics Functional Skills

AQA Level 2 Certificate in AQA Level 2 Certificate in Further Mathematics (iGCSE)Further Mathematics (iGCSE)

First teaching in September 2011 and first certification in June 2012

Motivate and challenge students who are likely to achieve A or A* at GCSE

award achievement at A* - C, with an additional Distinction grade (A* with Distinction) for students who achieve beyond A*

provide excellent preparation for AS and A-level, by: introducing students to AS topics, without infringing on the AS level assessing higher order mathematical skills give you maximum flexibility in how you deliver the course

alongside, instead of, or following early entry in GCSE Mathematics.

AQA Level 2 Certificate in AQA Level 2 Certificate in Further Mathematics (iGCSE)Further Mathematics (iGCSE)

For more information:

http://web.aqa.org.uk/qual/igcse/maths.php

AQA Use of MathsAQA Use of Maths First teaching September 2011 and first certification in

June 2012

The AQA Certificate in Use of Mathematics is: designed to engage those who are less comfortable with abstract

mathematics by focussing on the application of mathematics to relevant contexts and integrating its teaching and learning with ICT;

available as a fresh start for students who have previously been less than successful in the mathematics classroom (post-16 students);

both practical and relevant to the real world, training students not only in numerical skills but also in problem solving and modelling;

AQA Use of MathsAQA Use of MathsFoundation level FSMQs Money Management Using Spatial Techniques Using Data

calculators allowed Exam length: 1 hour

Higher level FSMQs Financial Calculations Shape and Space Data Handling Algebra and Graphs

calculators allowed Exam length: 1 hour 15

minuteshttp://web.aqa.org.uk/qual/level/use_of_maths_noticeboard.php

AQA Use of MathsAQA Use of Maths

Practice Papers Algebra & Graphs FSMQ Pilot

Potential A Level ChangesPotential A Level Changes

Proposed revised criteria and consultation document for Spring 2012 with a view to first teaching on a (linear?) specification in September 2014.

A level linear possibly split into a linear AS and a linear A2

KS2 Optional Level 6 KS2 Optional Level 6 TestsTests

https://ncatools.qcda.gov.uk/

KS2 Level 6 TestsKS2 Level 6 Tests

KS2 Level 6 KS2 Level 6 TestsTests

KS2 Optional Level 6 TestsKS2 Optional Level 6 Tests

KS3 Optional TestsKS3 Optional Tests

Coverage

Year 7 optional, levels 3 – 4 and 4 – 6

Year 8 optional, levels 4 – 6 and 5 – 7

Year 9 optional, levels 4 – 6, 5 – 7

reviewed year 7, 8 and 9 optional tests for 2011, new tests for year 9 and updated resources for years 7

and 8.

No mental tests for KS3 tests

Developed to reflect the 2008 National Curriculum programme of study

To order optional tests visit www.qcda.gov.uk/ncatools

KS3 Optional KS3 Optional level 8 testslevel 8 tests

Free to download from:

http://www.qcda.gov.uk/assessment/7677.aspx

Teachers TVTeachers TV

http://www.teachersmedia.co.uk/subjects/secondary/maths

National Strategies WebsiteNational Strategies Website

Revised National CurriculumRevised National Curriculum

Latest News: 2nd reading: House of Lords | 14.06.2011

Proposed changes to Inspection Proposed changes to Inspection arrangements - January 2012arrangements - January 2012

Be more streamlined, giving greater priority to detailed observation of teaching

and learning

Focus more on evaluating the quality of teaching and use of assessment to

support effective learning

Take particular account of pupils’ attainment and rates of progress when

evaluating achievement

Use measures of relative progress rather than contextual value-added indicators

Focus more of the available inspection time on evaluating the quality of teaching

and the use of assessment to support effective learning

Focus strongly on standards of reading and numeracy in primary schools

Ofsted ProposalsOfsted Proposals

Achievement of pupils The quality of teaching The quality of leadership and management The behaviour and safety of pupils

Ofsted Proposals - Narrowing the gapOfsted Proposals - Narrowing the gap

‘…important that schools reduce the differences in

attainment between groups in the school, including those

between looked after children, pupils from different social

and ethnic groups and between boys and girls. The new

inspection framework will pay particular attention to such

gaps in attainment and inspectors will look closely at

what is being done to close them.’

Ofsted Proposals - judging achievementOfsted Proposals - judging achievement

Will consider evidence of pupils’ rates of progress

since they joined the school and the findings of directly

observing the standard of their work and how well they

are learning.

The judgement about achievement will continue to be

a critical factor in determining a school’s overall

effectiveness.

Ofsted Proposals - Quality of TeachingOfsted Proposals - Quality of Teaching

Good or outstanding teaching…

Combines strong subject knowledge with effective teaching of

the skills needed to learn and understand a subject.

Includes good use of assessment of pupils’ learning and

progress to inform subsequent teaching

Includes constructive dialogue and feedback between teacher

and pupils contributes to progress

Characterised by careful attention to the learning needs of

individuals and high expectations and challenge for pupils

Ofsted Proposals – Ofsted Proposals – Leadership & ManagementLeadership & Management

Propose to judge the effectiveness of leadership by how well leader

and managers:

– demonstrate ambition for pupils and improvements in their

achievement

– improve teaching and learning

– support and develop staff

The model for school improvement will increasingly be

– the capacity to share good practice and to learn from the practice of

others, to support other schools and contribute to their progress as well

as benefit from their support when it is provided.

Ofsted Proposals – Ofsted Proposals – Leadership and managementLeadership and management

Effective leaders…

monitor teaching and learning rigorously and track pupils’

progress meticulously, drawing on outcomes to target areas

where more improvement is needed. They plan staff training

and development accordingly

focus on classroom practice and develop consistently good

teaching and learning

Staffordshire Mathematics TeamStaffordshire Mathematics Team

Vanessa Brown – Senior Secondary Teacher Consultant Karen Lawley - Secondary Teacher Consultant Trevor Sutcliffe - Secondary Teacher Consultant Phil Chaffe – Further Mathematics Centre Manager

CPD CostsCPD Costs

Price Band

Prices are per session for one consultant

Whole Day

(6 hrs)

Half Day

(3 hrs)

Twilight (2hrs)

CPrices when £1200+

ordered£350 £250 £200

B Prices when £600+ ordered £450 £300 £225

A Initial prices £550 £350 £250

N.B. Costs are per school not per subject.

Non-Staffordshire LA schools will be charged the above figures plus 5%.

Mathematics CPD 2011-12Mathematics CPD 2011-12

Network MeetingsNetwork Meetings

24th November 2011 am Kingston Centre, Stafford

Cost £79

8th March 2012 am (middles only)

15th March 2012 am (highs only)

29th June 2012 am

Suggested key tasksSuggested key tasks

Discuss CPD needs with SLT/core subjects

Develop a possible ‘routemap’ for specific groups of

GCSE pupils utilising alternative qualifications

Consider QCDA optional tests (L6, Y7, Y8, Y9, L8)

Consider the implications of proposed OfSted changes,

e.g. quality of teaching, vulnerable groups, L and M etc.

Session 2Session 2

Teaching & Learning mathematics

Crime solver materials

Differentiation

Functional skills

Mysteries

National Strategies Materials

Problem solving booklet

SLDM Summer 2011 DiskSLDM Summer 2011 Disk

DifferentiationDifferentiation

What is differentiation?

The development of teaching materials and strategies so that all students can learn effectively, regardless of the differences in ability.

DifferentiationDifferentiation Differentiate by quantity? (When pupils appear successful, you

provide them with a new problem to do)

Differentiate by task? (You try to give each pupil a problem that is matched to their capability)

Differentiate by outcome? (You use open problems that encourage a variety of possible outcomes)

Differentiate by level of support? (You give all pupils the same problem, but then offer different levels of support, depending on the needs that become apparent)

Differentiation by taskDifferentiation by task

Rocky Horror Show.Rocky Horror Show.

Layout of

the hall.

Measurement of a chair.

There must be at least 290mm legroom in front of each chair.

Chairs are stacked in fours.The caretaker suggests that one person takes about 3 minutes to carry one stack from behind the stage and to put the chairs out in a row.

How long should it take four members of the society to set out the chairs?

There must be at least a 2m gangway round the two blocks of seats.

Rugrite

These costs are•The cost of the carpet•The cost of the gripper which holds the carpet to the floor•The cost of fitting the carpet.

The cost of a carpet can vary from £2.50 per square metre to £50 per square metre.The cost of the gripper can vary from 30 per metre to 60p per metre.The cost of fitting a carpet can vary from £1.40 per square metre to £1.90 per square metre.

There are three costs incurred when someone has a carpet fitted.

Carpet is usually produced in rolls which carry up to 30 metres of carpet.The rolls usually come in standard widths of either 3.7 metres, 4.0 metres or 4.6 metres.Customers usually pay for wasted carpet.

Choose rooms of different sizes and investigate the possible total cost of fitting a carpet in each of these rooms.

You are advised to choose appropriate room shapes and sizes and generalise your results.

RugriteRugrite

Familiarise yourself with the problem

Differentiate the task, so that it is suitable for a range of abilities.