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© Crown copyright 2005
Session 1: Reviewing progress and leading change for improvement
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.2
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Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.3
Aims for the session
To review and share successful developments in leadership and management
To give subject leaders an overview of the subject leader development sessions so far
To consider the impact (both short-term and long-term) of the key messages
To support planning for further implementation of departmental priorities
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.4
Developing subject leadership
Our aim is to keep you up-to-date with the National Strategy, to help you make best use of the wealth of materials already published, and to support you in your crucial work of leading changes with colleagues in your department.
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.5
A starting point
Look two to three years into the future.
What legacy do you want for your pupils in mathematics by the end of Year 11?
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.6
OFSTED report: 14 - 19
One of the ‘most significant contributions’ to high achievement:
Teaching that focuses on developing students’ understanding of mathematical concepts and enhances their critical thinking and reasoning, together with a spirit of collaborative enquiry that promotes mathematical discussion and debate.
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.7
OFSTED report: 14 - 19
Factors which ‘acted against effective achievement, motivation and participation’:
Teaching which presents mathematics as a collection of arbitrary rules and procedures, allied to a narrow range of learning activities in lessons which do not engage students in real mathematical thinking.
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.8
OFSTED report: 14 - 19
Factors which ‘acted against effective achievement, motivation and participation’:
A narrow focus on meeting examination requirements by ‘teaching to the test’, so that although students are able to pass the examinations they are not able to apply their knowledge independently to new contexts, and they are not well prepared for further study.
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.9
To engage pupils, we need to provide a curriculum that:
relates and appeals to adolescent learners
develops flexible mathematicians
recognises that pupils at all levels can think mathematically
provides rich learning tasks
invites pupils’ contributions
values pupils’ prior learning
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.10
Card Sort Activity 1
Place each of the ‘thumbnail’ cards from handout 1.2 in the correct position on the Venn Diagram (handout 1.4)
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.11
Classifying the sessions
Leadership RoleLeadership Role Developing pedagogyDeveloping pedagogy
Planning andcurriculum developmentPlanning andcurriculum development
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.12
Card Sort Activity 2
Place each of the ‘thumbnail’ cards from handout 1.2 in the correct position in the Carroll Diagram (handout 1.5)
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.13
Classifying activities
HighPriority
Lower Priority
Used
Not Used
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.14
The Bigger Picture
Departmental Improvement Plan
School Improvement Plan
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.15
The Bigger Picture
Departmental Improvement Plan
School Improvement Plan
Audit
Data
Self-Evaluation
Specific Departmental Priorities
Mathematical Priorities:Big ideas, unit planning,
progression and tracking…
Subject Leader Development Meetings
Monitor, review and revise
SIPSEF
Whole School Initiatives
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.16
Successful developments
For a planned activity, consider:
Is the intended outcome clear, and shared?
Are the actions clear, and agreed?
Do the participants have the necessary skills?
Are the required resources (including time and money) in place?
Have you identified any support required?
Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.17
Aims for the session
To review and share successful developments in leadership and management
To give subject leaders an overview of the subject leader development sessions so far.
To consider the impact (both short-term and long-term) of the key messages.
To support planning for further implementation of departmental priorities
