© Crown copyright 2008 1 Subject Leader Development Meeting Summer 2008.
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Transcript of © Crown copyright 2008 1 Subject Leader Development Meeting Summer 2008.
1© Crown copyright 2008
Subject Leader Development Meeting
Summer 2008
Crown copyright 20071.2
Aims of the day
• To launch and become more familiar with the renewed Framework website and the interactive planning toolkit
• To identify priorities and continue to plan for the introduction of the new secondary curriculum for mathematics
• To consider the development of teaching and learning using a variety of resources
Crown copyright 20071.3
Structure of the day
0915 Session 1 What’s new in secondary mathematics?An introduction to Assessing pupil progress (APP)The renewed secondary framework
1030 Tea/coffee
1100 Session 2 Developing teaching and learning at KS3 and 4 using the planning toolkit, ICT and other resources
1200 Lunch
1250 Session 3 Identifying and developing rich tasks to enhance the curriculum and toaddress process skills
1415 Tea/coffee
1430 Session 4 Next StepsIdentifying prioritiesPlanning for Y7 or Y9
Crown copyright 20071.4
Session 1 Objectives
• To be updated with current initiatives in secondary mathematics
• To brief subject leaders of the Assessing Pupil Progress (APP) programme
• To become familiar with the renewed secondary framework for mathematics
Crown copyright 20071.5
Starter
There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben.
Tom is 2 years older than Ben.The combined ages of the two boys is equal to the combined ages of the two girls.Kate is twice as old as Sally.A year ago Tom was twice as old as Sally was then.How old are the children?
Nrich.maths.org
Crown copyright 20071.6
What’s new …?
• Secondary National Curriculum
• Functional Skills Gateway 2 training
• Assessing pupil Progress (APP)
• Renewed secondary framework for mathematics and planning toolkit
Crown copyright 20071.7
Diplomas
Crown copyright 20071.8
Diplomas in Staffordshire – Phase 1 (September 2008)
Tamworth East StaffsChase
Collegiate
ConstructionSociety, Health &
Social development
ICTEngineering
ICT
Belgrave QEMS Rawlett
WilnecoteWoodhouse BEC
PagetBlessed Robert
SuttonJohn Taylor
KingsmeadCardinal Griffin
Crown copyright 20071.9
Diplomas in Staffordshire – Phase 2 (September 2009)
Moorlands East StaffsChase
CollegiateTamworth
Business, Admin & FinanceHospitality
ICTEngineering
Creative & Media
ICTHair & Beauty
Society, Health & DevelopmentConstruction
ICTEngineering
Business, Admin & Finance
Creative & MediaHair & Beauty
HospitalityManufacturing
Stafford Lichfield Newcastle
Society, Health & Development
ICTBusiness, Admin
& FinanceCreative & Media
Hair & Beauty
EngineeringConstruction
Business, Admin & Finance
Society, Health & Development
ICTEngineering
Creative & Media
Crown copyright 20071.10
Functional Skills
Existing Centres (Gateway 1)
The CPD for these centres will consist of:
• An entitlement to 2 days CPD broken down into four modules, each module lasting a maximum of three hours. The materials will be available on line for subject leaders of English, mathematics and ICT to access and cascade to appropriate colleagues
• The 4 modules will build on CPD undertaken in 2007 and will complement the secondary framework training in English, mathematics and ICT by focusing on pedagogy, progression and assessment.
New centres (Gateway 2)
• These centres will have an entitlement to 3 days CPD – one full day of face to face training and then access to the further 4 half day modules focusing on pedagogy, assessment and progression.
• QIA/SNS will be running the first training day during June and July. English, mathematics and ICT practitioners from schools will be invited to attend.
11© Crown copyright 2008
Assessing pupils’ progress in mathematics
12© Crown copyright 2007
Introduction to APP
Objectives
• To obtain a flavour of the APP materials
13© Crown copyright 2007
What is APP?APP is a structured approach to assessing pupils
work in maths. It offers teachers:
• a structured way of producing a teacher assessed level
• a model for assessing pupils during everyday lessons
• the opportunity to use diagnostic information about pupils strengths and weaknesses to
inform and improve teaching and learning.
14© Crown copyright 2007
APP will support teachers in raising standards in mathematics by:
• strengthening ongoing teacher assessment, particularly by increasing talk about mathematics
• helping teachers link focused assessment to curricular target setting
• enhancing understanding of progression and strengthening teachers’ feel for NC levels
• focusing tracking of pupils’ progress on key areas of mathematics
• helping identify pupils who need additional support to overcome difficulties and secure progress
• using both planned and unplanned assessments in day-to-day lessons
3.2
15© Crown copyright 2007
Overview of APP
• Flow diagram
16© Crown copyright 2007
Focused Assessment MaterialsFocused assessment materials
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Assessment Packages
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Each assessment package includes:
Each assessment package includes
Detailed teaching notes for two session
Resource materials for teacher and pupil
Solutions and performance indicators for assessment activities
Examples of pupil work to exemplify performance at targeted levels
19© Crown copyright 2007
Assessment Package
• Y8 Shape Space and Measure
20© Crown copyright 2007
Looking at evidence in pupil workFor each piece of pupil work:• Determine the level the pupil is currently
working at.• Discuss the evidence – look at what might
be revealed from incorrect responses.• Pinpoint the evidence for specific
performance indicators – what pupils at this level are generally able to do in this activity
Levels
21© Crown copyright 2007
Using APP to raise standards
Focused assessment↓
Curricular targets↓
Actions to achieve targets
22© Crown copyright 2007
Planning for
progression
Strengthening subject
pedagogy
Providing
personalised
intervention
Tracking pupils’
progress
Formal assessment
Strong senior and
subject leadership
Departments working
collaboratively
Secure self
evaluation processes
.
APP
Crown copyright 20072.23
The Framework
• The framework for secondary mathematics
• The secondary mathematics planning toolkit
• The key stage 3 planning handbook
• Exploring the memory stick
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The Framework
Remember to look at the notes in task MS1 (p15)
You have 10 minutes to explore the site, during that time make sure you find:
• Introduction to the learning objectives
• Revisions to objectives in Years 7, 8 and 9
• Mathematical process and application
Crown copyright 20072.25
An effective scheme of work….
…aims to ensure that pupils have positive experiences of mathematics and make good progress by
• Setting out a teaching programme
• Outlining intended development in each unit of work
• Incorporating a variety of rich learning tasks
26© Crown copyright 2007
Programme of studyThe Framework objectives
Unit plan
Algebra 3
Unit plan
Algebra 5
Unit plan
Algebra 4
Unit plan
Algebra/
Geometry 2
Teach
ing
cale
nd
ar
Unit plan
Statistics 3
Unit plan
Number 2
Lesson planning:
- More consistent
- Simpler
- Quicker
- More easily resourced
27© Crown copyright 2007
The components of a scheme of work
Your developing scheme of workYour developing scheme of work
- Curriculum maps
- Teaching calendars
- Unit plans
28© Crown copyright 2007
Adaptable templates
Adaptable templates
Guidance on planning
Guidance on planning
Developing scheme of work
Developing scheme of work
Pedagogy and subject knowledge
Pedagogy and subject knowledge
Ideas for rich tasks
Ideas for rich tasks
The Framework
Curriculum information
Curriculum information
Curriculum maps
Teaching calendars
Unit plans
Curriculum maps
Teaching calendars
Unit plans
Your developing scheme of work
Your developing scheme of work
Crown copyright 20072.29
Making the most of department time
Think about how to use planning time most effectively:
• To facilitate effective collaborative planning, the meeting must be planned for and prepared by one or two colleagues
• Time is saved for all because shared ideas are captured in the unit for the long term and lesson planning/ resource preparation is quicker
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A realistic plan that can be sustained
• Phase the developments
• Secure the support of your senior leadership
• Establish departmental routines
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SLDM - Looking ahead
Autumn 2008
• Continuation of the Framework supported by the planning toolkit
• Improving the use of ICT and considering pedagogical approaches that can support planning for progression in the new curriculum.
• Considering materials developed through the ICT pilot: improving learning in mathematics alongside case studies of planning using pedagogies suited to the key processes in mathematics (3rd November 2008 – am no charge, pm buy in)
Spring 2009
• Launching the revised Assessing Pupils’ Progress (APP) materials and handbook together with strategies to strengthen and create consistency in teacher assessment (4th March 09 – all day £11 charge)
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Developing teaching and learning at KS3 and KS4
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Functional Skills
The DfES defined functional skills as:
The core elements of English, Mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate effectively and independently in life and at work
14-19 Education and skills: Implementation plan 2005
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Points to consider
• Would your pupils be able to tackle this task? If not, why not?
• Which elements of the task would they find difficult?
• Where would this task go in your scheme of work?
• How would you approach this task?• What teaching strategies will have to be
used in order to ensure pupils have the skills to tackle tasks like this?
Crown copyright 20071.35
Session 4
Identifying Priorities and Next Steps
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Session 4 Objectives
• To identify priorities for curriculum planning for Y7 or Y9
• To identify next steps for your department
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Identifying Priorities
• Identify key action points for your planning in either Y7 or
Y9 considering:• What?
• Who?
• When? Department time? Inset days?
• If you have consultant support, how could they be integrated into
your actions?
• CPD implications?
Either
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Reviewing SoW Y7 or Y9
• Review your existing Y7 or 9 SoW, considering:• Which rich tasks will you use? Where will the rich learning
tasks go? Yr groups? units? Which process skills are you
covering/not covering?
• How will you organise documents etc.? Shared area?
• Can the teaching calendar be used to provide an overview?
Are there any key events which can be put into the calendar?
• Can the Staffordshire SoW be utilised and incorporated?
• Can the interactive planning tool be used?
Or