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Subject Leader Development Meeting

Subject Leader Development Meeting. 14 th October 2009. Walking world- a rich task. The aim of this activity is to develop a rich task that enables students to develop process skills, functional skills and PLTS.

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Subject Leader Development Meeting

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  1. Subject Leader Development Meeting 14th October 2009

  2. Walking world- a rich task The aim of this activity is to develop a rich task that enables students to develop process skills, functional skills and PLTS. • Working in groups of three – assign one person to be the “strategy observer”, the other two are “do-ers” • Use the cards and the A3 sheet to complete the activity • The observer makes notes on any strategies seen • Once completed, the observer feeds back to the table on strategies seen.

  3. Walking world • As a whole group put the cards in order to show the strategies used to solve the problem, using the observers notes to help. • Some of the cards may be redundant and you may wish to add some of your own using the blanks required.

  4. Outline Setting the scene: changes to assessment Using ICT – from viewers to users Updates (Provisional KS4 results, Narrowing the Gap, One-to-one tuition update, new Ofsted framework, Parents project) Off the cuff to Wardrobe essentials: curriculum development Leading a department: launching your vision

  5. Setting the scene Upcoming changes to assessments

  6. Launch Last year Now 2010/11 2011/12 Y7 old ks3 new ks3 Y8 old ks3 old/new ks3 new ks3 Y9 old ks3 old/new ks3 new ks3 Y10 old ks4 old/new ks4 new ks4 F Skills pilots Functional Skills Y11 new GCSE new GCSE old ks4 old/new ks4 new ks4 cswk GCSE new GCSE new GCSE A level pilots 2 unit AS F Skills pilots Functional Skills Y12 Timeline for change Now KS3 – beginning APP – developing APP – embedding APP

  7. So what’s new? New GCSE for current Y9 beginning during 2010 Functional Skills (it’s still a pilot) FSMQs BTEC Maths Paired GCSE Maths – pilots beginning now

  8. GCSE 2012: the QCA view How questions will change: • Less structure • Choice of approaches • Link areas of mathematics

  9. GCSE Twin Pilot • Each is distinctive and of comparable demand • Together cover the programme of study • 3 year pilot beginning 2010 alongside new GCSE • Independent evaluation • Ministerial decision about roll out (2015 at the earliest) • ACME and JMC involved in development • All three Unitary Awarding Bodies to offer pilot pair

  10. GCSE Twin Pilot Applications of Mathematics Methods in Mathematics Additional Distinctive Content Tiling Patterns, Proof Add’l Distinctive Content Financial & business Applications Linear programming Distinctive Content Algebra, Geometry, Probability Distinctive Content Statistics, Measures Permitted Overlap Numbers, Graphs, Geometry

  11. Need to know… • Watch exam board and QCA websites for updates • Know where the SATs and GCSEs are heading • Will current Y9 be ready? • Will Diploma students be ready? • Other year groups?? • Beware early entry!

  12. ICT in mathematics Moving pupils from ‘viewers’ to ‘users’

  13. Aims • To introduce an example of how teaching and learning can be organised to encourage pupils to use ICT in ways which develop key mathematical processes. • To examine the role ICT plays in problem solving contexts and the approaches taken by teachers and pupils.

  14. Understanding the score ‘…, the majority of pupils had too few opportunities to use and apply mathematics, to make connections across different areas of the subject, to extend their reasoning or to use information and communication technology (ICT).’ Mathematics: understanding the score Ofsted 2008 Executive summary

  15. Ofsted grade descriptors (July 09) Resources, including new technology, make a marked contribution to the quality of learning. Outstanding Good Satisfactory Good and imaginative use is made of resources, including new technology to enhance learning. Adequate use is made of a range or resources, including new technology, to support learning.

  16. What’s the current situation? Teachers often use their IWB Teachers often use ICT in lessons Pupils see lots of ICT in their lessons Pupils often use ICT in lessons ICT opportunities are signposted in the SoW MPA opportunities are also linked to ICT opportunities My department know where to find Maths ICT resources from the National Strategy website

  17. Viewers to users • What needs to be in place to support pupils in this move? • What are the implications for teaching? • What could be the department’s cpd needs?

  18. Looking at the Task Work in pairs for 5 minutes • Open the ‘Data Set’ on the DVD, look at the extent and range of the data available • Use a piece of blank A3 paper and marker pens to describe how pupils could go about solving the problem • Add to this page some specific ICT skills pupils could use in solving this problem

  19. Viewers to users, in this task… On each table, choose a person who will identify: • one strength for each teacher • one development point for each teacher • an aspect of teaching that could be developed by the department generally Remaining people to consider the aspects of mathematics that the task provided opportunities to develop

  20. Use of ICT What does the use of ICT bring to the task? • Further DVD clips: • Use of ICT • Assessment opportunities • Pupil reflections

  21. But I don’t have a suite of laptops… We can always find reasons for why ICT won’t work, so what can you do? How interactively do you use the IWB? What about the rest of the dept? Is there a ‘trolley’ of laptops that you could borrow? Can you block book the IT rooms? Graphical calculators? (They are still ICT!) Wireless mouse/keyboard?

  22. But I don’t have a suite of laptops… We can always find reasons for why ICT won’t work, so what can you do? How interactively do you use the IWB? What about the rest of the dept? Is there a ‘trolley’ of laptops that you could borrow? Can you block book the IT rooms? Graphical calculators? (They are still ICT!) Wireless mouse/keyboard?

  23. Use of ICT • Allows the development of functionality (!) • Encourages pupils to reason • Independence is promoted, and is valued by pupils • Makes links between different aspects of maths How is this different from problem solving? It’s not – but in real life we would often use ICT to solve problems, so why isn’t it used so widely in the classroom?

  24. Resources http://nationalstrategies.standards.dcsf.gov.uk/ • Secondary Mathematics • -Teaching and Learning • Using ICT in Mathematics • Using ICT to address hard to teach concepts • ITP’s

  25. Resources ICT resources are split into the maths strands

  26. Updates

  27. Worcestershire KS2 results

  28. Provisional Worcs KS4 results

  29. Narrowing the Gap M/F FSM SEN/LDD Ethnicity LAC

  30. National Strategies/DCSF

  31. Parents Project • Booklet for overview • Booklet of case studies • Suggested activities • Supporting documents

  32. Starting Out pilot • PGCE/NQT/2nd year teachers • Maths/Science • Apply via website • Choice of support level • LSN on behalf of TDA • No charges • Out of school hours • Additional to school mentors www.earlystemcareers.org

  33. One-to-One Tuition programme Worcestershire LA Teacher Advisers Alyson Ripley Ian MacKenzie

  34. One-to-One Tuition programme Background and Aims ‘There will be a widespread expansion of one-to-one tuition so that all children have the support that in the past has been the preserve of those who can afford to pay for it.’ Children’s Plan, December 2007 ‘Because every child should leave primary school able to read, write and count, any child who falls behind will not be left behind – but will now have a new guaranteed right to personal catch up tuition.’Gordon Brown, September 2008

  35. Background and Aims – National agenda One-to-One Tuition programme ‘Lessons learned from the pilot will inform the design of a wider individual tuition programme that will support 600,000 pupils a year in both English and Maths by 2010/11.’ Worcestershire - 2009/10 2,831 - 2010/11 5,662

  36. Background and Aims One-to-One Tuition programme • One-to-one • 10 hours Tuition + 2 hours ......... • Minimum of one hour per session • Out-of-school hours. • Delivered by a qualified teacher • Agreed pupil progress targets set. • Integrated provision within the school intervention programme.

  37. Pupil selection criteria One-to-One Tuition programme * This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues. • Pupils must be in KS2, KS3 or KS4 in schools participating in the National Challenge. • Pupils who have entered the key stage in English and/or Maths below age-related expectations. • Pupils who are falling behind trajectory during the latter stages of a key stage or those who are not on track to make 2 levels of progress. • Looked after children who would particularly benefit from this type of support.

  38. Who can benefit from one-to-one tuition? One-to-One Tuition programme Pupils: • who have been taught a skill but have failed to secure it • who have difficulty grasping a concept and transferring it into practice • whose learning has been hampered by a previous misconception • new to English, those with a limited vocabulary or who have not had much opportunity to participate in sustained talk or reading

  39. Progress to date ....... One-to-One Tuition programme • DCSF Grant – funding has been devolved into all school budgets. • Schools participating in NC allocated an additional £10,304 = 28 tuition places. • Communication to all schools reiterating funding and allocation of tuition places. • Communication to all schools outlining criteria for maintaining funding. • Tutor database . • Edulink space • ‘One-to-One school based lead’ briefing sessions - 14 sessions to be delivered in clusters. • Tutor training inset – 2 sessions per half term 2009/10.

  40. Ofsted • Are you and your team prepared? • Know Ofsted expectations • Know the sef • Have a plan • Don’t leave it until the knock on the door

  41. Off the cuff to wardrobe essentials Developing the curriculum

  42. Off the cuff to wardrobe essentials Pre-task activity • If you have already completed it – discuss on your tables how the learning was organised, how the students responded, benefits and challenges of the activity • For those who haven’t tried it yet – have a quick go at the activity. Discuss how you might organise the learning, what the benefits and challenges might be. • Feedback in 10 mins

  43. Making the links • What are the links between the ‘dissecting the square’ pre-task and the examination question in terms of: - range and content - thinking and communication? • Does completing the pre task with your students mean that they will be able to complete similar examination questions successfully?

  44. Making the links – key points • One task in Year 8 will not make a measurable difference! • Strategy needs to be made explicit with students. • Strategy cards…..do you make these links for your students? Do your staff? How do you know? • Links have to be made between the strategy for an individual task and how that can be used for a more generic task/exam question.

  45. What needs to change? • In terms of your students? • In terms of your department? • What does this mean for your role as Head of maths? • Fill in the boxes on the A3 sheet • Make any notes for yourself on your own A4 sheet

  46. … your students They need to develop • independent learning skills • problem solving skills • skills in making links between topics and subjects

  47. … your department They need to: • develop a wider range of teaching strategies • share good practice • Model process/functional skills in their lessons • Make the process/functional skills explicit • Encourage students to take responsibility for their own learning

  48. Teaching standards excerpt C6 Have a commitment to collaboration and co-operative working, where appropriate. C26 Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge. C30 Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment. C40 Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.

  49. … you as Head of maths You will need to find time to: • Support your staff in making these changes • Encourage them to take risks and try new things • Provide appropriate CPD • Develop opportunities for collaborative planning • Encourage mentoring/coaching opportunities

  50. Your role • Monitor progress of your staff and students • Support students by- • Using student voice to evaluate their thoughts on the effectiveness of the new strategies • Acting on the findings to continue to develop a shared vision for maths at your school

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