© Crown copyright 2007 Subject Leader Development Meeting - Mathematics 22 nd February 2007

© Crown copyright 2007

Subject Leader Development Meeting - Mathematics 22nd February 2007

2© Crown copyright 2007

Agenda

1.00pm – Leading Professional Development through Collaborative Planning – ‘Rich Tasks’

2.00pm – Intervention; Study Plus and Functional Skills

2.30pm – Virtual Workspace Update2.45pm - BREAK3.00pm – Conversion Rates3.30pm – Updates


Secondary National Strategy

Leading professional development through collaborative planning (2)


Objectives

• To provide practical suggestions for subject leaders in their role of leading curriculum developments

• To consider ways to structure a unit plan informed by a rich mathematical task in order to enhance the existing scheme of work at Key Stage 4

Slide 1.1


Rich tasks:

• are enjoyable and contain the opportunity for surprise;

• are accessible;• allow learners to make decisions;• create links between mathematical topics;• involve learners in testing, probing,

explaining, reflecting, interpreting;• promote discussion and communication;• encourage originality and invention;• encourage ‘what if?’ and ‘what if not?’

questions.


The three components

Exploring the mathematics of a

rich task

Developing & improving

rich tasks

Working together to develop a unit

Adapting an existing unit

Developing a new unit

Reconsidering the clusters of objectives

Working together on the story of a unit

Building variety into unit plans

Slide 1.2


The story of a unit can be…• ‘Prepare, consolidate, apply’

- develop & improve skills- apply skills to problems

• ‘Challenge, prepare then solve’- pose a problem beyond pupil’s reach- identify stages of the solution- develop the skills required to meet the challenge- return to the problem and solve

• ‘Connecting old learning – moving on to new learning’.

- linking existing knowledge together in a new way- problems which make use of new connections and deepens understanding.


Building a unit around a rich task.• In your groups you will be given a topic area from

the KS4 scheme of work.

• Decide on which ‘story’ you want to use and design an idea for a rich task that would help engage and challenge pupils.

• Think about how you might sequence and organise other tasks and resources around this activity.

• At the end of this session complete the pro-forma provided about your ideas for dissemination with the rest of the group.

Slide 1.5


Possible next steps

• Take stock of the structure of some of the units in your current KS4 scheme of work and improve the effectiveness and variety of the planning.

• Discuss the features of a rich task in your departments and consider how to adapt existing activities to display more of these features.

• Work together to create a structured unit informed by a rich task.

Slide 1.7


Intervention 2007


Intervention aims 2007

The aims of the SNS intervention project are to:

• Renew the approach to intervention in schools while sustaining present good practice

• Extend intervention to Key Stage 4In order to: • Raise standards in English and

mathematics• Improve literacy and numeracy across the

curriculum


The progression maps

• A web based curriculum support tool for teachers to improve the progress of targeted pupils

• Designed to support teachers in tailoring provision to meet the needs of underachievers

• Can be used to help pupils attaining below expectations but with the potential to reach the expected level in Years 7-11

• Covers reading and writing and the main aspects of mathematics

• Available at: www.standards.dfes.gov.uk/progressionmaps/


On-line training modulesModules exist in 5 areas:• Leading intervention• Key messages on intervention• Introducing intervention in English and

mathematics • Tailoring teaching in English and

mathematics • Exploring aspects of the progression maps • Online training available at:

www.standards.dfes.gov.uk/intervention/


Study Plus – What is it and what are the benefits and costs?


Study Plus

Study PlusIs an approach rather than a course:

• No fixed syllabus/specification• No separate accreditation - through

improved grades in GCSEThe approach supports the teacher in designing a course that matches the needs and interests of the pupils


The target group

The Study Plus approach is designed for:

• Pupils who end Key Stage 3 on level 4 or with a low level 5 in mathematics and/or English.

• Pupils currently predicted to attain D or E grades at GCSE but have the potential to do better.


The aims of Study Plus

The aims are to:• accelerate the progress of these pupils in

English and/or mathematics so that they have a better chance of achieving a grade C;

• strengthen key areas of weakness in literacy and numeracy;

• support pupils’ learning and motivation in relation to English, mathematics and other subjects;

• have a positive impact on attainment in two or three more GCSE subjects through the application of literacy, numeracy and general learning skills in context.


Key features 1• Study Plus is a 5-6 term programme that is

timetabled during the school day for two/three lessons a week – typically pupils opt for it as part of the school’s option programme.

• Study Plus is planned as a sequence of around 20 English or mathematics units or a mixture of the two – each unit lasting 3-4 weeks.

• Teaching in each unit is focused by a cluster of curricular targets that have been identified as relevant to the group and individuals by using the English and mathematics progression maps.


Key features 2

• There is support for the Study Plus teacher through training and materials.

• Pupils’ learning is supported by another adult e.g. a teaching assistant or learning mentor who is attached to the group.

• Close links to the main learning in English and mathematics lessons.

• Links to other subject areas with impact on learning and performance across the curriculum


What’s in it for the pupils?

Not just ‘more English, more maths, more catch up’ but:

• interesting teaching that helps them with the essential areas of English and/or mathematics that they find difficult;

• support with learning that can be used in other GCSE subjects to improve their work and chances of getting a good grade;

• quality time from a TA who works with them and will help them to review their progress and plan future success.


I liked that unit. I learnt how to add fractions, how to make fractals. I most enjoyed adding fractions

and the nth term work

I now know how to add fractions when the module

ended and I enjoyed following algorithms. I enjoyed it


These lessons are much better than ordinary

lessons because they are never boring

I liked the mathematical beauty

and how it ties in with FibonacciI feel that the module

helped my maths skills a lot, it was more visual than normal lessons so

I can see how I am doing

I learnt how to measure accurately


Teaching Study Plus

• Unit based planning• Teaching focused by group/individual

targets and supported by using the progression maps

• Assessing progress• Role of the TA


Study Plus - implications

• Early identification of likely target group(s)• Involving parents and carers as well as

pupils• Adapting the ‘option system’• Staffing – teacher and TA costs• Preparation and planning time for teacher

and TA, plus LA training and support• Tracking pupils’ progress and linking Study

Plus work with core teaching


Functional Skills


Functional Skills – pilot programme

• 500 ‘pilot centres’ will be piloting functional skills qualifications from September 07.

• Some through the Gateway process, others selected by QCA/NAA

• 4 days of training to be delivered by LAs – 2 days in 2nd half summer term.


2006 Results


Progression KS2-3

• Stickmen


Worcestershire 2006 KS3


Key

0 Regressed to Level 4

111 w ere Stuck at Level 4

583 w ere Slow Moving Through Level 4

139 w ere Fast Moving Through Level 4

2 had No KS2 Record/Absent at KS2

6672 pupils altogether

99 pupils w ere Absent at KS3

833 pupils w ere at level 4 of w hich:

4053 pupils achieved Level 6 or above

1273 pupils achieved Level 5

293 pupils w ere at Level 3

119 pupils w ere at Level 2 or Below


2005/6 Comparison of Results - GCSE

2005%

2006%

Change%

5A*-C(Worcs)

54.8(56)

56.8(57)

2.0(1.0)

5A*-C inc

E&M

42.4(43)

43.7(43)

1.3(0.0)

Gap(Worcs)

12.4(13)

13.1(14)

0.7(1.0)


GCSE comparisons: 5+, English and mathematics

464250

452

537

121

342

759

333

5+ GCSE A*-C a: 59 b: 54.3 g: 63.9

Ma GCSE A*-Ca: 53 b: 52g: 55

En GCSE A*-C a: 59 b: 51 g: 67

Approx % of:all pupils boys (% of boys)girls (% of girls)


Pupils getting 5+ A*-C but not mathematics

5+ GCSE A*-C

Ma GCSE A*-C

En GCSE A*-C

45 000 pupils

(16 000 b 29 000 g)


Transitions from KS3 to KS4

EN MA SC

% Nat. Worcs Nat. Worcs Nat. Worcs

KS3 L5 to KS4 C+ 58 59 23 18 46 50

KS3 L6 to KS4 C+ 94 95 79 72 89 89


Transitions from KS2 to KS4

EN MA SC

% Nat. Worcs Nat. Worcs Nat. Worcs

KS2 L3 to

KS4 C+ 13 17 10 12 6 6

KS2 L4 to KS4 C+ 60 63 57 58 40 47

KS2 L5 to KS4 C+ 94 95 94 95 82 86



2006 Results

SNS particularly interested in:•Schools where the ‘difference from best’ is greater than 10% •Schools in Groups 6 & 7 for conversion rates•Schools where there is a significant gender gapSNS keen for schools to identify:•Pupils on course for a ‘C’ in English but ‘D’ in maths (or vice versa)•Any pupil who achieved L6 at KS3 but not being estimated a C+


Secondary curriculum

Key Stage 3 review


Background 1

The KS3 review is part of the wider programme of secondary curriculum reform:

• Specialised diplomas• Changes to the post-14 curriculum• Changes to post-14 qualifications• Introduction of Functional Skills in

English, mathematics and ICT• Introduction of a Personal, Learning and

Thinking Skills framework


Background 2

I would like QCA to undertake a review of the KS3 curriculum to enable schools to have the flexibility to better meet students’ individual needs and strengths …All of the current core and foundation subjects must remain, but their content should be reviewed … attention should be given to the White Paper priority of bringing a sharper focus on the basics of English and maths …The review should ensure a smooth transition from KS1 and KS2 and on to KS4.

Rt Hon Ruth Kelly, Secretary of State, March 2005


What has happened so far

• QCA advice to DfES at end of Sept – draft programmes of study for KS3

and explanatory text– proposal for web development to

support the new PoS and curriculum review at whole-school level

• Informal consultation with key stakeholders and others to refine PoS and develop case studies

• Modelling the whole curriculum with groups of headteachers


What has happened so far

• Produced early drafts of revised programmes of study for KS4 (En, Ma, ICT, PE, Citizenship) which aim to: - ensure alignment with KS3- promote consistency - provide basis for new GCSEs


Key QCA milestones

Dec 2006 Recommendations to DfES

Feb – April 2007 National consultation

June 2007 Final version to Secretary of State

Sept 2007 Available to schools

Sept 2008 Formally introduced

Summer 2011 New tests


Key implementation milestones

Summer and autumn 2007

Briefings for school SMs and subject leaders

Spring 2008 Subject training for subject leaders

Summer 2008 Targeted consultancy supportBriefings for SIPs


Low-Attainers Pilot

The pilot is exploring ways of maximising the progress of L3 pupils by enabling the schools to consider radical changes in their KS3 curricula in both terms of structure and content.


Low-Attainers Pilot - 2

The new models have particular regard to:• Progression in literacy, numeracy and

learning skills• Innovative organisation and timetabling• More flexible and innovative curricula

and teaching styles• The use of IWB technology to enhance

T&L strategies


2020 Vision

To present a vision for personalised teaching and learning in 2020 which enables every child to achieve higher standards; and to make recommendations which would support delivery of that vision.


2020 Vision - 2

• Teaching and Learning in 2020• Realising the vision – designing a new school

experience• The learning profession leading change• Closing the gap – a system-wide focus on

achievement for all

www.teachernet.gov.uk/docbank/index.cfm?id=10783


RAISEonline – evaluating school performance – training CD






Next Meeting

Proposed: Date – Wednesday 4th July 2007Time - 1.00pm – 4.00pmVenue – The Finstall Centre

Documents

© Crown copyright 2007 Subject Leader Development Meeting - Mathematics 22 nd February 2007