BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.
-
Upload
brice-hardy -
Category
Documents
-
view
217 -
download
1
Transcript of BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.
![Page 1: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/1.jpg)
BOOK MONITORINGNUMERACY STAFF
INSET
SCHOOL NAMEDATE OF INSET
![Page 2: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/2.jpg)
Objectives of INSET
• To feedback findings from monitoring of children’s books.
• To discuss ways to continue current good practice.
• To highlight, discuss and prioritise points for action.
• To consider next steps and focus of future support.
![Page 3: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/3.jpg)
Questions to consider...Why do we monitor children’s work?
Who should be responsible formonitoring work?
What are the next steps for monitoringwithin school?
![Page 4: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/4.jpg)
Monitoring Cycle
Monitoring:PlansChildren’s workLessons
Evaluation:Good PracticeAreas for development
Training:Shared focusShared expectations
![Page 5: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/5.jpg)
The process of monitoring• Monitoring grid and guidelines• Medium and short term planning• Lesson observations• Interviews with children• Highlighting implications for
learning and teaching
![Page 6: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/6.jpg)
Areas of good practice
![Page 7: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/7.jpg)
Presentation
• Is there a whole school policy for presentation?
Setting out calculations1 digit per squareDates and titlesClearly labelled front coversColouring inPens and pencils
![Page 8: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/8.jpg)
Recording work
• How and where are jottings recorded - empty number lines, working out?
• What type of books and paper do we use to record on?
• Do we need to review the types of books and paper we use?
• Where should worksheets and assessments be filed?
• Is the published scheme cost effective?
![Page 9: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/9.jpg)
Marking• Does the type of marking in the
books reflect our marking policy?
How do we show who is marking the work?
Marking related to learning objectives?Using a marking key?Written comments – praise, evaluative
and targets?How and when should children start
marking own work?
![Page 10: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/10.jpg)
Accuracy
• How should …?
… children correct mistakes? … wrong answers be marked? … teachers track work and corrections?
• What should happen if there is consistently incorrect answers/misconceptions?
![Page 11: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/11.jpg)
Range and balance of work• Whole school approach to use of Unit
Plans• Noting on short term planning if an
activity is practical or resource used• How do you know that you have
covered all the learning objectives?• Use of traffic light system
![Page 12: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/12.jpg)
Range and balance of work
• Is a record keeping system used to track attainment and progress?
Progression of topics and conceptsCalculator skillsUsing and applying maths ICT
• Use of supplements of examples when planning and teaching.
![Page 13: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/13.jpg)
Differentiation
• Are you catering for all ability groups of children in your class?
• How do you show differentiation in planning?
• Consider differentiation by outcome, support, use of resources and type of activity.
• Note activities for higher, average and lower attainers and role of adults on short term planning
• Development of guided group work.
![Page 14: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/14.jpg)
Open ended tasks
• Do you plan and teach a variety of tasks that are open ended?
• Consider a range of investigations, different way of approaching tasks and varied questions.
• ‘Mathematical challenges for more able pupils in Key Stages 1 and 2’
DfEE 0083/2000 Tel : 0845 60 222 60
![Page 15: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/15.jpg)
Spaceship
Some Tripods and Bipods flew from planet Zeno.There were at least two of each of them.
Tripods have 3 legs.Bipods have 2 legs.There were 23 legs altogether.
How many Tripods were there?How many Bipods?
Find two different answers.
![Page 16: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/16.jpg)
Mental to written calculations
• The development of recording mental strategies in KS1.
• Is there sufficient evidence of jottings, expanded and compact methods of calculation in the books?
• Has a whole school approach to expanded and compact methods for the four operations been decided upon?
![Page 17: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/17.jpg)
Teacher absence
• Are supply teachers aware of the NNS framework, schools marking policy and approach to numeracy and calculations?
• How do we monitor supply teachers work?
![Page 18: BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.](https://reader036.fdocuments.us/reader036/viewer/2022082517/56649ddb5503460f94ad237e/html5/thumbnails/18.jpg)
Next steps
• Discuss issues as a staff
• Decide upon a whole school approach
• Highlight any additional training or support that is needed
• Individual classes, year groups and whole school monitoring