© Crown copyright 2008 1 Subject Leader Development Meeting Summer 2008.

transcript

Subject Leader Development Meeting

Summer 2008

Aims of the day

• To launch and become more familiar with the renewed Framework website and the interactive planning toolkit

• To identify priorities and continue to plan for the introduction of the new secondary curriculum for mathematics

• To consider the development of teaching and learning using a variety of resources

Structure of the day

0915 Session 1 What’s new in secondary mathematics?An introduction to Assessing pupil progress (APP)The renewed secondary framework

1030 Tea/coffee

1100 Session 2 Developing teaching and learning at KS3 and 4 using the planning toolkit, ICT and other resources

1200 Lunch

1250 Session 3 Identifying and developing rich tasks to enhance the curriculum and toaddress process skills

1415 Tea/coffee

1430 Session 4 Next StepsIdentifying prioritiesPlanning for Y7 or Y9

Session 1 Objectives

• To be updated with current initiatives in secondary mathematics

• To brief subject leaders of the Assessing Pupil Progress (APP) programme

• To become familiar with the renewed secondary framework for mathematics

Starter

There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben.

Tom is 2 years older than Ben.The combined ages of the two boys is equal to the combined ages of the two girls.Kate is twice as old as Sally.A year ago Tom was twice as old as Sally was then.How old are the children?

Nrich.maths.org

What’s new …?

• Secondary National Curriculum

• Functional Skills Gateway 2 training

• Assessing pupil Progress (APP)

• Renewed secondary framework for mathematics and planning toolkit

Diplomas

Diplomas in Staffordshire – Phase 1 (September 2008)

Tamworth East StaffsChase

Collegiate

ConstructionSociety, Health &

Social development

ICTEngineering

Belgrave QEMS Rawlett

WilnecoteWoodhouse BEC

PagetBlessed Robert

SuttonJohn Taylor

KingsmeadCardinal Griffin

Diplomas in Staffordshire – Phase 2 (September 2009)

Moorlands East StaffsChase

CollegiateTamworth

Business, Admin & FinanceHospitality

ICTEngineering

Creative & Media

ICTHair & Beauty

Society, Health & DevelopmentConstruction

ICTEngineering

Business, Admin & Finance

Creative & MediaHair & Beauty

HospitalityManufacturing

Stafford Lichfield Newcastle

Society, Health & Development

ICTBusiness, Admin

& FinanceCreative & Media

Hair & Beauty

EngineeringConstruction

Business, Admin & Finance

Society, Health & Development

ICTEngineering

Creative & Media

Functional Skills

Existing Centres (Gateway 1)

The CPD for these centres will consist of:

• An entitlement to 2 days CPD broken down into four modules, each module lasting a maximum of three hours. The materials will be available on line for subject leaders of English, mathematics and ICT to access and cascade to appropriate colleagues

• The 4 modules will build on CPD undertaken in 2007 and will complement the secondary framework training in English, mathematics and ICT by focusing on pedagogy, progression and assessment.

New centres (Gateway 2)

• These centres will have an entitlement to 3 days CPD – one full day of face to face training and then access to the further 4 half day modules focusing on pedagogy, assessment and progression.

• QIA/SNS will be running the first training day during June and July. English, mathematics and ICT practitioners from schools will be invited to attend.

Assessing pupils’ progress in mathematics

Introduction to APP

Objectives

• To obtain a flavour of the APP materials

What is APP?APP is a structured approach to assessing pupils

work in maths. It offers teachers:

• a structured way of producing a teacher assessed level

• a model for assessing pupils during everyday lessons

• the opportunity to use diagnostic information about pupils strengths and weaknesses to

inform and improve teaching and learning.

APP will support teachers in raising standards in mathematics by:

• strengthening ongoing teacher assessment, particularly by increasing talk about mathematics

• helping teachers link focused assessment to curricular target setting

• enhancing understanding of progression and strengthening teachers’ feel for NC levels

• focusing tracking of pupils’ progress on key areas of mathematics

• helping identify pupils who need additional support to overcome difficulties and secure progress

• using both planned and unplanned assessments in day-to-day lessons

Overview of APP

• Flow diagram

Focused Assessment MaterialsFocused assessment materials

Assessment Packages

Each assessment package includes:

Each assessment package includes

Detailed teaching notes for two session

Resource materials for teacher and pupil

Solutions and performance indicators for assessment activities

Examples of pupil work to exemplify performance at targeted levels

Assessment Package

• Y8 Shape Space and Measure

Looking at evidence in pupil workFor each piece of pupil work:• Determine the level the pupil is currently

working at.• Discuss the evidence – look at what might

be revealed from incorrect responses.• Pinpoint the evidence for specific

performance indicators – what pupils at this level are generally able to do in this activity

Levels

Using APP to raise standards

Focused assessment↓

Curricular targets↓

Actions to achieve targets

Planning for

progression

Strengthening subject

pedagogy

Providing

personalised

intervention

Tracking pupils’

progress

Formal assessment

Strong senior and

subject leadership

Departments working

collaboratively

Secure self

evaluation processes

The Framework

• The framework for secondary mathematics

• The secondary mathematics planning toolkit

• The key stage 3 planning handbook

• Exploring the memory stick

The Framework

Remember to look at the notes in task MS1 (p15)

You have 10 minutes to explore the site, during that time make sure you find:

• Introduction to the learning objectives

• Revisions to objectives in Years 7, 8 and 9

• Mathematical process and application

An effective scheme of work….

…aims to ensure that pupils have positive experiences of mathematics and make good progress by

• Setting out a teaching programme

• Outlining intended development in each unit of work

• Incorporating a variety of rich learning tasks

Programme of studyThe Framework objectives

Unit plan

Algebra 3

Unit plan

Algebra 5

Unit plan

Algebra 4

Unit plan

Algebra/

Geometry 2

Unit plan

Statistics 3

Unit plan

Number 2

Lesson planning:

- More consistent

- Simpler

- Quicker

- More easily resourced

The components of a scheme of work

Your developing scheme of workYour developing scheme of work

- Curriculum maps

- Teaching calendars

- Unit plans

Adaptable templates

Guidance on planning

Developing scheme of work

Pedagogy and subject knowledge

Ideas for rich tasks

The Framework

Curriculum information

Curriculum maps

Teaching calendars

Unit plans

Curriculum maps

Teaching calendars

Unit plans

Your developing scheme of work

Making the most of department time

Think about how to use planning time most effectively:

• To facilitate effective collaborative planning, the meeting must be planned for and prepared by one or two colleagues

• Time is saved for all because shared ideas are captured in the unit for the long term and lesson planning/ resource preparation is quicker

A realistic plan that can be sustained

• Phase the developments

• Secure the support of your senior leadership

• Establish departmental routines

SLDM - Looking ahead

Autumn 2008

• Continuation of the Framework supported by the planning toolkit

• Improving the use of ICT and considering pedagogical approaches that can support planning for progression in the new curriculum.

• Considering materials developed through the ICT pilot: improving learning in mathematics alongside case studies of planning using pedagogies suited to the key processes in mathematics (3rd November 2008 – am no charge, pm buy in)

Spring 2009

• Launching the revised Assessing Pupils’ Progress (APP) materials and handbook together with strategies to strengthen and create consistency in teacher assessment (4th March 09 – all day £11 charge)

Developing teaching and learning at KS3 and KS4

Functional Skills

The DfES defined functional skills as:

The core elements of English, Mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate effectively and independently in life and at work

14-19 Education and skills: Implementation plan 2005

Points to consider

• Would your pupils be able to tackle this task? If not, why not?

• Which elements of the task would they find difficult?

• Where would this task go in your scheme of work?

• How would you approach this task?• What teaching strategies will have to be

used in order to ensure pupils have the skills to tackle tasks like this?

Session 4

Identifying Priorities and Next Steps

Session 4 Objectives

• To identify priorities for curriculum planning for Y7 or Y9

• To identify next steps for your department

Identifying Priorities

• Identify key action points for your planning in either Y7 or

Y9 considering:• What?

• Who?

• When? Department time? Inset days?

• If you have consultant support, how could they be integrated into

your actions?

• CPD implications?

Either

Reviewing SoW Y7 or Y9

• Review your existing Y7 or 9 SoW, considering:• Which rich tasks will you use? Where will the rich learning

tasks go? Yr groups? units? Which process skills are you

covering/not covering?

• How will you organise documents etc.? Shared area?

• Can the teaching calendar be used to provide an overview?

Are there any key events which can be put into the calendar?

• Can the Staffordshire SoW be utilised and incorporated?

• Can the interactive planning tool be used?

© Crown copyright 2008 1 Subject Leader Development Meeting Summer 2008.

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