Www.worcestershire.gov.uk Mathematics Subject Leader Network Meeting Summer 2013.

www.worcestershire.gov.uk

Mathematics Subject Leader Network Meeting

Summer 2013


Agenda

• Some maths• The new NC proposals – implications for subject

leadership• World Maths day


Say what you see

3


Proposed changes in the new National Curriculum in mathematics at KS1, KS2

and KS3Sources DfE website, NCETM, TES


Questions, questions, questions

Will this one go ahead?

Will there be guidance materials?

What about assessment?

What about Ofsted?

How do we retain what works well?

How can we manage the process of change?


Key messages

• National curriculum as only part of the whole school curriculum- core knowledge

• Much of what is proposed is already taught- change in emphasis

• Progression built into PoS- clearer relationship between what is taught and what is assessed

• Flexibilities remain on HOW to teach, time allocations, organisation, school level values and aims, NC as a minimum entitlement


DfE website• while maintained schools will still be required to teach

national curriculum subjects, they will not be required to teach the centrally prescribed programmes of study (or use attainment targets as part of statutory assessment arrangements) from September 2013 for the following subjects:

• English, mathematics and science for pupils in year 3 and year 4

• all foundation subjects for pupils at key stages 1 and 2• all subjects for pupils at key stage 3 and key stage 4.


General guidance for KS1&2

The aims of the NCTo ensure that all pupils• Become fluent in the fundamentals of mathematics• Reason mathematically• Can solve problems Pupils should make connections across

mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems


Key points to note

• The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument and proof

• skills of Using and Applying mentioned on the front page- not a separate section in each year group but running through

• ‘Pupils should read, spell and pronounce mathematical vocabulary correctly’


• more emphasis on arithmetic• tables up to 12×12(Year 4)• lack of calculators- in 2014 pupils will not be

able to use a calculator in the KS2 test• written methods prescribed (columnar, long

multiplication, short division) but not exemplified• an ‘efficient’ long division method• focus on fractions, decimals and percentages


General guidance for KS1&2

• School curriculum-set out year by year, only required to teach the relevant programme of study by the end of Key Stage

• All schools are also required to set out their school curriculum for mathematics on a year by year basis and make this information available online

• statutory PoS alongside non-statutory notes and guidance


Key Stage 3

Pupils should be taught to• Develop fluency• Reason mathematically• Solve problems

(much reference to inside and outside of mathematics)

Subject content• Number – calculation and

accuracy; number theory• Algebra – expressing

relations; using equations and functions

• Ratio, proportion and rate of change

• Geometry and measures• Probability• Statistics


Concerns

The DfE has insisted that there will be no requirements on how the programmes of study should be taught , but a key detail to come concerns assessment.

• If NC Levels are to go, what will they be

replaced with?


DfE website June 2013 - assessment• the current system of ‘levels’ used to report children’s

attainment and progress will be removed. It will not be replaced.

• We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. Prescribing a single detailed approach to assessment does not fit with the curriculum freedoms we are giving schools.


DfE website June 2013 - assessment

• Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.

• Although schools will be free to devise their own curriculum and assessment system, we will provide examples of good practice which schools may wish to follow.


DfE website June 2013 - assessment• Ofsted’s inspections will be informed by whatever pupil

tracking data schools choose to keep. Schools will continue to benchmark their performance through statutory end of key stage assessments, including national curriculum tests.

• In the consultation on primary assessment and accountability, the department will consult on core principles for a school’s curriculum and assessment system.

• Outstanding schools and teaching schools have an opportunity to take the lead in developing and sharing curriculum and assessment systems which meet the needs of their pupils.


Questions, questions

• How do I start putting a new curriculum in place in my school?

• Do I need to tweak my schemes of work? • How will the focus on arithmetic proficiency

change what I do? • What impact will a focus on multi-

representational approaches to algebra have? • Do I need to think more about the pedagogy

involved in balancing conceptual understanding with arithmetic fluency?


Leading and managing change

• How does the new NC fit in with established practice, processes and systems?

• What will we change?• What will we keep the same?• What will we stop doing?• What will I do to support teachers?


Sources of support

• NCETM website for support video material of pupils working with calculations and developing arithmetic proficiency and procedural efficiency

• CPD ideas (use your MAP to identify what, why and how)

• Transition approaches – same or different?• Networks • LA course proposals


Difficult to learn, difficult to teach!!‘Multiplicative reasoning’• The DfE intends to fund ‘NCETM’- National Centre for

Excellent Teaching of Mathematics to provide training to improve maths teaching at KS3

• Full details of the programme are still to be finalised, and will be publicised shortly. If you would like to find out more, please email your contact details to [email protected] with the words KS3 improvement programme in the email subject line, and NCETM will contact you when more information is available.

Need to apply by July 2013 – also on Edulink (Mathematics site)


World maths day

• Emma Dixon Westacre Middle school, Droitwich


3 act maths

• Dan Meyer 3 act maths (the HOW to teach – consideration of pedagogy)

Www.worcestershire.gov.uk Mathematics Subject Leader Network Meeting Summer 2013.

Documents

Transcript of Www.worcestershire.gov.uk Mathematics Subject Leader Network Meeting Summer 2013.