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School Context• S Peter’s is an 11 – 18 Church of England Academy.
• Large number of feeder schools – between 50 and 60 each year.
• Levels not used for several years – grades used in all years.
• Maths outcomes have improved significantly over time – both attainment and progress indicators.
• 88% A*C – 25% A*A – 3L+ 80% - 4L+ 38%
• Maths is an extremely popular and growing Post 16 subject.
Transition - Life of Pi• Introduction to pi as a concept and its applications in the
real world.
• Research into the history of pi and how it has evolved over time .
• Students share this learning as part of a role-play.
• A lesson on how to calculate pi and some challenges.
• Students share with the class the History of the discovery of pi and how it has changed the world we live in.
Use of CATThinking with numbers and shape and space
• On transition CAT has been used for over 10 years.
• Standard age scores used (SAS).
• Enables greater ‘drill down’ of data to inform teaching and learning.
• Supports identification of SEN/Gifted and Talented students.
• Aids analysis of mathematical strengths in relation to numbers or shape and space.
• Allows for comparisons with Key Stage 2 mathematics test results.
60
70
80
90
100
110
120
130
140
60 80 100 120 140
SpatialSAS
Quant SAS
Spatial SAS v Quantitative SAS
60
70
80
90
100
110
120
130
140
60 65 70 75 80 85 90 95 100
QuantSAS
Maths SAT Score
Quantitative SAS v Maths SAT Score
Schemes of Work• Started from NC level descriptors but cross referenced with
GCSE based material to find best fit.
• Each module differentiated into two tiers; core and higher –linked to range of grades.
• Key classroom assessments in each module – more investigative style.
• Formal module test at end of each module – grade based.
• Formal summative examination in May – two papers – grade based.
• Questions are more often GCSE style than previous SAT style.
Algebra 2 - Grade F Algebra 2 - Grade E Algebra 2 – Grade DSolve simple problems using algebra Solve simple problems using algebra Use algebra to set up and solve
mathematical problems
Simplify algebraic expressions Solve mathematical problems using trial
and improvement
solve equations with more than one
operation
Solve simple equations such as 4x = 32 Use formulae with more than one variable
to work out the value of one variable given
the values of the other variables
Solve equations that require the initial
expansion of brackets
Simplify algebraic expressions by
collecting like terms
Read values from conversion graphsSolve equations where the variable
appears on both sides of the equal sign
Know the equivalence of algebraic
expressions such as a + b = b + a
investigate a mathematical problem by
setting up tables of values and recognising
patterns
Solve equations with two operations Set up tables of values and draw graphs to
show the relationship between variables
Expand brackets such as 4(2x - 1) Set up and solve equations using algebra
to describe a real-life problem
Write algebraic expressions in a sompler
formusing index notation
Expand a bracket with a negative sign
such as -(2x - 2)
Expand and simplify expressions with
more than one bracket
Simplify algebraic expressions using index
notation
Planning for new GCSE
Learning Journeys
• They can cover a single lesson or a number of lessons.
• Big picture shared – learning objectives must be clear.
• SOLO verbs support the writing of learning objectives – ensures
staff consistency.
• Encourages students to think about how they learn in
mathematics and to appreciate connections.
Learning journeys inform the scheme of work
Dimension Day- Year 8- Come Dine With Me
Dimension Day- Year 10- Problem Solving
x2 +10x+19
Intersections with
the axes
Coordinates of
minimum pointTransformation
from y = x2
Line of symmetryComplete the square
• What’s the question?
• Use part of
question/picture/graph
without context.
• Students identify
possible requests.
• What is the question?
- Explore each idea
• Essential to become
familiar with exam
wording.
• Story of…..
• Solution deconstructed – cut up.
• Students must identify start/finish and put the correct steps in order.
• Step by step explanation of the solution is mixed up too – can be added in.
• Challenge – hold back certain cards or throw in a ‘red herring’.
• Less challenge – solution structure is given.
• Students identify which part of the solution matches the explanation.
• Essentially provides students with a ‘writing frame’ for future questions.
Formal Testing
Mark Grade Table
Paper Grade Range
Mark G to E F to D E to C D to B
0 - 4 G- F- E- D-
5 -8 G F E D
9 - 12 G+ F+ E+ D+
13 - 16 F- E- D- C-
17 - 20 F E D C
21 - 24 F+ E+ D+ C+
25 - 28 E- D- C- B-
29 - 32 E D C B
33 - 36 E+ D+ C+ B+
• Tests constructed with
grade boundaries set.
• Reviewed/tweaked after
results known if needed.
• Similar process to major
exam boards.
• Detailed mark schemes.
• Test leader samples
marking of staff to
ensure consistency.
Marking and Feedback
What Went Well
Target for Improvement
Student Follow Up
• Fully in use this academic year.
• Sticky label for regular feedback.
• Time allowed in lessons for
students to feedback and agree
follow up.
• Generally comment based – no
grades.
• More detailed grade and comment
feedback for summative pieces of
work.
WWW (What went well)
TFI (Target(s) for Improvement)
Follow up tasks
Assessment and Tracking• Grades A* to G are used for
assessments in Years 7 to 11.
• These will change to 1 to 9 in September 2016.
• Reviews -November/January/March/June.
• Single grade per subject – based on current performance.
• Target grades based on 4 grade increases over time.
• In built ‘flight path’ towards target grade.
• Compared with target – RAG rated.
• Student interventions identified.
KS
4 M
ath
s
Cu
rren
t 1 Y
ear
11 S
essio
n 1
KS
4 M
ath
s
Cu
rren
t 1 Y
ear
11 S
essio
n 2
KS
4 M
ath
s
Cu
rren
t 1 Y
ear
11 S
essio
n 3
KS
4 M
ath
s
Targ
et
Year 1
1
C- C+ C+ B+
D+ C C C+
B B B A-
B B B A
E E+ D C-
A- A- A- *A-
A- A- A- A
B B B A
Use of
Googledocs
itera
tion
simps
on/e
xact
quot
ient l
og
trans
form
atio
n
func
tions
trig
tang
ent p
rod
area
par
ts
subs
titut
ion
itera
tion
simps
on/e
xact
quot
ient l
og
trans
form
atio
n
func
tions
trig
tang
ent p
rod
area
par
ts
subs
titut
ion
Resu
lt UM
S/Po
ints
Resu
lt M
ark
Resu
lt Gr
ade
5 4 7 5 9 9 5 10 100 44.4 100 83.3 60 81.8 50 83.3 67 54 C
5 5 7 3 11 4 10 12 100 55.6 100 50 73.3 36.4 100 100 71 57 B
5 9 7 5 9 5 9 6 100 100 100 83.3 60 45.5 90 50 69 55 C
5 9 7 5 11 10 10 11 100 100 100 83.3 73.3 90.9 100 91.7 88 68 A
5 9 5 6 12 10 9 11 100 100 71.4 100 80 90.9 90 91.7 87 67 A
4 5 4 6 3 2 6 7 80 55.6 57.1 100 20 18.2 60 58.3 42 37 E
5 7 6 5 10 7 9 3 100 77.8 85.7 83.3 66.7 63.6 90 25 64 52 C
5 1 3 4 6 1 7 3 100 11.1 42.9 66.7 40 9.09 70 25 30 30 U
3 9 6 2 8 8 10 3 60 100 85.7 33.3 53.3 72.7 100 25 60 49 C
5 7 5 6 11 6 8 11 100 77.8 71.4 100 73.3 54.5 80 91.7 77 61 B
5 9 7 5 11 11 10 5 100 100 100 83.3 73.3 100 100 41.7 80 63 A
5 9 7 6 13 8 5 7 100 100 100 100 86.7 72.7 50 58.3 76 60 B
4 6 3 4 5 3 7 6 80 66.7 42.9 66.7 33.3 27.3 70 50 43 38 E
• Question by question
analysis informs
intervention.
• Students given their own
profile – ‘strip analysis’.
Sharing Data with Parents
Grade Eng
lish
Eng
lish
Lit
Mat
hs
Cor
e S
cien
ce
Add
ition
al S
cien
ce
Bio
logy
Che
mis
try
Phy
sics
BTE
C B
us
0 0 0 0 0 0 0 0 0
0 0 1 0 0 0 1 0 0
0 0 10 0 0 0 5 0 0
0 0 10 0 0 2 5 0 1
10 9 8 0 0 10 12 24 6
7 9 8 0 0 14 8 1 0
21 14 21 0 14 13 12 8 0
20 29 18 10 7 21 6 18 8
10 11 7 2 3 3 14 9 0
5 3 12 4 6 10 13 10 0
40 37 25 16 8 7 2 9 4
7 7 15 5 10 4 9 3 0
1 4 4 3 5 0 1 2 0
29 21 7 15 6 0 4 0 2
3 5 4 0 1 0 0 1 0
0 0 2 0 3 0 0 0 0
7 4 2 8 5 0 0 1 1
1 1 2 0 3 0 0 0 0
0 1 0 0 0 0 0 0 0
2 2 4 6 0 0 0 0 0
0 0 2 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0
0 0 0 2 0 0 0 0 0
0 0 0 0 0 0 0 0 0
Unclassified 0 1 0 0 0 0 0 0 0
Total 163 158 162 71 71 84 92 86 22
G
A*
A
B
C
D
E
F
Grade En
glis
h
En
glis
h L
it
Ma
ths
Co
re S
cie
nc
e
Ad
dit
ion
al S
cie
nc
e
Bio
log
y
Ch
em
istr
y
Ph
ys
ics
BT
EC
Bu
s
0.0 0.0 6.8 0.0 0.0 0.0 6.5 0.0 0.0
10.4 11.4 16.0 0.0 0.0 31.0 27.2 29.1 31.8
31.3 34.2 28.4 16.9 33.8 44.0 34.8 40.7 36.4
31.9 29.7 32.1 35.2 33.8 25.0 26.1 25.6 18.2
20.2 19.0 9.3 25.4 16.9 0.0 5.4 3.5 9.1
4.9 3.2 3.7 11.3 15.5 0.0 0.0 1.2 4.5
1.2 1.9 3.7 8.5 0.0 0.0 0.0 0.0 0.0
0.0 0.0 0.0 2.8 0.0 0.0 0.0 0.0 0.0
Total 100.0 99.4 100.0 100.0 100.0 100.0 100.0 100.0 100.0
A* to A 10.4 11.4 22.8 0.0 0.0 31.0 33.7 29.1 31.8
A* to B 41.7 45.6 51.2 16.9 33.8 75.0 68.5 69.8 68.2
A* to C 73.6 75.3 83.3 52.1 67.6 100.0 94.6 95.3 86.4
A* to D 93.9 94.3 92.6 77.5 84.5 100.0 100.0 98.8 95.5
A* to E 98.8 97.5 96.3 88.7 100.0 100.0 100.0 100.0 100.0
A* to F 100.0 99.4 100.0 97.2 100.0 100.0 100.0 100.0 100.0
A* to G 100.0 99.4 100.0 100.0 100.0 100.0 100.0 100.0 100.0
B
A
A*
G
F
E
D
C
• Summary data shared with parents at
every review point.
• Parents keen to track progress.
• Has enabled setting decisions to be
more consistent.
Key Indicators• Key pupil data shown on
SIMS.
• Progress 8 measure
included.
• RAG rated.
• Maths Attainment 8 and
Progress 8 shown for
sub groups.
• Used by HoD to further
inform intervention.
5A* to C EM Ebacc Attainment 8 Attainment En Attainment MaAttainment
Ebacc
Attainment
Open
No. % Nat No. % Nat No. Ave Nat No. Ave Nat No. Ave Nat No. Ave Nat No. Ave Nat
All Students 110 67% 56% 68 42% 24% 163 55.44 47.78 163 10.53 10.32 163 11.09 9.64 163 16.70 12.52 163 17.11 15.30
Male 47 59% 51% 20 25% 19% 80 54.88 45.62 80 10.01 9.71 80 11.25 9.59 80 16.83 11.96 80 16.79 14.35
Female 63 76% 60% 48 58% 29% 83 55.98 50.04 83 11.04 10.96 83 10.94 9.70 83 16.58 13.10 83 17.42 16.28
Gender Gap - 17% 9% - 33% 10% - 1.09 4.42 - 1.02 1.25 - 0.31 0.11 - 0.25 1.14 - 0.63 1.93
Disadvantaged (PPI) 7 33% 36% 3 14% 11% 21 45.14 51.19 21 8.76 10.87 21 9.24 10.32 21 13.62 13.83 21 13.52 16.17
Not Disadvantaged 103 73% 63% 65 46% 28% 142 56.96 51.19 142 10.80 10.87 142 11.37 10.32 142 17.15 13.83 142 17.64 16.17
PPI Gap - 39% 27% - 31% 17% 11.82 0.00 2.03 0.00 2.13 0.00 3.54 0.00 4.12 0.00
CLA 0 16% 0 3% 0 47.99 0 10.36 0 9.68 0 12.59 0 15.30
FSM 5 28% 36% 2 11% 11% 18 43.39 51.02 18 8.22 10.84 18 9.11 10.29 18 13.17 13.77 18 12.89 16.12
Low KS2APS <4 2 12% 6% 1 6% 1% 17 37.41 25.35 17 7.82 6.51 17 7.18 4.68 17 10.53 4.20 17 11.88 9.96
Middle KS2APS =4 43 57% 50% 23 31% 13% 75 51.65 46.21 75 9.65 10.20 75 10.21 9.39 75 15.60 11.62 75 16.18 15.00
High KS2APS >4 65 92% 90% 44 62% 52% 71 63.76 62.42 71 12.11 12.74 71 12.96 12.69 71 19.34 18.18 71 19.35 18.81
EAL 15 68% 54% 7 32% 26% 22 50.59 47.78 22 9.86 10.32 22 10.09 9.64 22 15.45 12.52 22 15.18 15.30
EAL Gap to all - 1% - 10% 4.85 0.67 1.00 1.24 1.93
SEN E 0 9% 0 2% 0 47.78 0 10.32 0 9.64 0 12.52 0 15.30
SEN S 1 50% 9% 1 50% 2% 2 46.00 47.78 2 8.50 10.32 2 11.00 9.64 2 15.00 12.52 2 11.50 15.30
SEN K 12 41% 10 34% 29 47.09 29 8.79 29 9.38 29 14.07 29 14.84
SEN All 13 42% 23% 11 35% 6% 31 47.02 47.78 31 8.77 10.32 31 9.48 9.64 31 13.16 12.52 31 14.63 15.30
No SEN 97 73% 63% 57 43% 27% 132 57.42 51.28 132 10.95 10.95 132 11.47 10.35 132 17.30 13.76 132 17.70 16.22
SEN Gap - 32% 40% - 8% 21% - 10.40 3.50 - 2.17 0.63 - 1.99 0.71 - 4.14 1.24 - 3.07 0.92
Non-Mobile 110 68% 57% 68 42% 24% 162 55.67 162 10.57 162 11.14 162 16.76 162 17.20
Cohort Progress 8 Progress English Progress Maths Progress Ebacc Progress Open
No. % No. Ave No. Ave No. Ave No. Ave No. AveAll Students (with KS2) 163 100% 163 0.16 163 -0.41 163 0.12 163 2.09 163 0.35
Male 80 49% 80 0.05 80 -0.71 80 0.13 80 2.05 80 -0.08
Female 83 51% 83 0.26 83 -0.12 83 0.10 83 2.12 83 0.76
Gender Gap - 2% - 0.20 - 0.59 - 0.04 - 0.07 - 0.84
Disadvantaged (PPI) 21 13% 21 -0.04 21 -0.63 21 0.09 21 2.27 21 -1.34
Not Disadvantaged 142 87% 142 0.19 142 -0.38 142 0.12 142 2.06 142 0.60
PPI Gap - 74% - 0.23 - 0.25 - 0.03 - 0.21 - 1.93
CLA 0 0% 0 0 0 0 0
FSM 18 11% 18 -0.15 18 -0.85 18 0.09 18 2.10 18 -1.81
Low KS2APS <4 17 10% 17 0.68 17 0.09 17 0.69 17 5.19 17 0.34
Low Disadv 6 4% 6 0.63 6 0.52 6 0.50 6 4.99 6 -0.42
Low Other 11 7% 11 0.70 11 -0.15 11 0.80 11 5.30 11 0.75
Middle KS2APS =4 75 46% 75 0.24 75 -0.49 75 0.15 75 2.86 75 0.54
Middle Disadv 9 6% 9 -0.29 9 -1.32 9 0.14 9 2.00 9 -2.24
Middle Other 66 40% 66 0.31 66 -0.38 66 0.15 66 2.97 66 0.92
High KS2APS >4 71 44% 71 -0.06 71 -0.45 71 -0.05 71 0.53 71 0.15
High Disadv 6 4% 6 -0.35 6 -0.74 6 -0.41 6 -0.04 6 -0.89
High Other 65 40% 65 -0.03 65 -0.42 65 -0.02 65 0.58 65 0.25
EAL 22 13% 22 0.37 22 -0.20 22 0.33 22 3.71 22 0.05
EAL Gap to all - 87% - 0.22 - 0.22 - 0.22 - 1.62 - 0.30
SEN E 0 0% 0 0 0 0 0
SEN S 2 1% 2 -0.15 2 -0.92 2 0.70 2 3.03 2 -3.77
SEN K 29 18% 29 0.03 29 -0.72 29 0.02 29 2.28 29 -0.29
SEN All 31 19% 31 0.02 31 -0.73 31 0.06 31 2.33 31 -0.52
No SEN 132 132 0.19 132 -0.34 132 0.13 132 2.03 132 0.55
SEN Gap - 19% - 0.17 - 0.40 - 0.07 - 0.30 - 1.07
Non-Mobile 162 99% 162 0.16 162 -0.41 162 0.12 162 2.08 162 0.40
Ethnicity
Linking to the New Grades
Current
Grades
New
System
A*/A 9/8/7
B/C 6/5/4
D/E/F/G 3/2/1
Current New
G-/G WT
G+/F- 1-
F 1
F+ 1+
E- 2-
E 2
E+ 2+
D- 3-
D 3
D+ 3+
C- 4-
C 4+
C+ 5-
B- 5+
B 6-
B+ 6+
A- 7-
A 7+
A+ 8-
*A- 8+
*A 9-
*A+ 9+
Use of ICT in MathematicsCollaboration tool
between staff
Management tools
Google Classroom
Tool for teachers to share
and collaborate
Support student
understanding and
learning
Homework
Automatic management
of Teachers / Students
Google Classroom communication and feedback
Integration with Google makes logging into Connect
even easier for teachers and students alike
Classroom Share links throughout Connect mean
you can share, mark and track everything, not just tests
Summary• Sound and secure baseline information established and used consistently.
• Regular assessment activities including formal tests.
• Consistent tracking to show pupil progression.
• Use of ICT as a tool for learning – Google Apps.
• Results inform intervention – individuals or groups of students.
• Feedback in the classroom integral to impact on pupil progress.
• Does not mix ‘macro’ with ‘micro’.