Mathematics Subject Leader Network Meeting March 2014

1. Mathematics Subject Leader Network Meeting March 2014 Vanessa Brown vanessal.brown@entrust-ed.co.uk

2. Programme Session 1 – News and Update Session 2 – Getting ready for yet another new GCSE specification Rob Cackett Edexcel Senior Product Manager

3. Objectives: • To be updated as to developments in Mathematics at a local and national level • To consider developments for GCSE, first teaching September 2015, as well as additional qualifications

4. Starter • Draw a shape on squared paper and plot a point to show its perimeter and area. • Which points on the grid represent squares, rectangles ….? • Draw a shape that may be represented by the point (12, 4) • Draw a shape that may be represented by the point (4, 12) • Find all the ‘impossible’ points.

5. News and Update

6. Autumn term 2013 Did you: • Disseminate the national and local data for KS2, 3 and 4 with the department? • Identify vulnerable groups from department data and then ensured these groups make appropriate progress, in particular Pupil Premium? • Action plan for the implementation of new GCSE 2015? • Ensure you have and have shared revised Ofsted documentation, in particular the subsidiary guidance? • Share with the department, the new programmes of study for Upper KS2, KS3 and 4? • Share the appendix (formal methods of calculation) section of the new programmes of study and consider the implication for numeracy across the school? • Consider how you and the department can promote the STEM agenda within your school?

7. Ofsted Documentation Update The framework for school inspection - http://www.ofsted.gov.uk/resources/framework-for-school-inspection School inspection handbook - http://www.ofsted.gov.uk/resources/school-inspection-handbook Subsidiary Guidance – http://www.ofsted.gov.uk/resources/subsidiary-guidance-supporting-inspection-of-maintained-schools-and-academies Mathematics Survey Visit - http://www.ofsted.gov.uk/resources/generic-grade-descriptors-and-supplementary-subject-specific-guidance-for-inspectors-making-judgemen Published December 2013 Ensure you have the most up to date versions!

8. Sir Michael Wilshaw speech – Jan 2014 • ‘Inspectors must not give the impression that Ofsted favours a particular teaching style. • For example, they should not criticise teacher talk for being overlong or bemoan a lack of opportunity for different activities in lessons unless there is unequivocal evidence that this is slowing learning over time. • Do not expect to see ‘independent learning’ in all lessons and do not make the assumption that this is always necessary or desirable. On occasions, too, pupils are rightly passive rather than active recipients of learning. • Do not criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping pupils from learning new knowledge or gaining skills and understanding.’

9. Subsidiary Guidance – Behaviour & Safety • Inspectors should identify disruptive behaviour of any kind. • E.g. ‘shouting out’, ‘talking over the teacher’, ‘arguing back’ • Low level disruption include: continuous chatter, not bringing the right equipment, not having books or doing homework, arriving late, chatting when pupils are supposed to be working together or being slow to settle to work, quiet reluctance from a number of pupils to participate in group work or to cooperate with each other.

10. School inspection handbook When judging behaviour and safety inspectors should consider: • the extent to which pupils’ attitudes to learning help or hinder their progress in lessons • For example, inspectors may consider how quickly children settle at the start of lessons, whether they have the right equipment, their willingness to answer questions, whether they remain focused when working on their own, the tidiness of their work and the pride they show in its presentation, and the overall effort that they make.

11. Report on Secondary Mathematics in Knowsley • Inappropriate use of early GCSE entry has played a significant part in this, especially for the more able students. Other contributory factors include weak teaching and intervention strategies that focus only on practising topics for the next examination, rather than also concentrating on depth and breadth of knowledge and understanding. What would Ofsted say about teaching in your school?

12. Report on Secondary Mathematics in Knowsley • …poor use of time in lessons, unnecessary repetition of work especially for the higher attainers in Year 7, and a piecemeal approach to learning disparate topics, rather than a coherent approach that supports progression and links concepts in mathematics. What would Ofsted say about Y7 high attainers in your school?

13. Report on Secondary Mathematics in Knowsley • …too little emphasis is given to the development of conceptual understanding and problem-solving skills. While many students become fairly competent in answering examination-style questions, they are much less confident in solving problems, especially those that are not routine. What would Ofsted say about problem solving in your school?

14. Report on Secondary Mathematics in Knowsley • … Inexperienced, non-specialist and less skilful teachers were often placed in Key Stage 3, where timetable constraints also led to some split classes. Too often, these teachers lacked guidance on how to teach topics well. What would Ofsted say about the guidance provided in the scheme of work in your school?

15. Sir Michael Wilshaw speech – Jan 2014 • Are staff ready for the significant changes to the curriculum? • How is the school’s assessment model linked to the programmes of study and schemes of work in the new curriculum? • Is there an effective training programme in place? • Are your teachers geared up to teach for linear rather than modular examinations? • Is the school timetable and school day flexible enough to accommodate the new curriculum?

16. Common entrance exam • Sir Michael Wilshaw suggests all children should sit an 11+ “Common Entrance Exam” similar to that sat in the independent sector. • Would your pupils be able to tackle the following questions taken from a specimen paper?

18. Pupil Premium • Paid to schools according to the number of pupils who have been: • registered as eligible for free school meals at any point in the last 6 years • been in care for 6 months or longer • In the 2013 to 2014 financial year, schools will receive: • £900 for each eligible secondary-aged pupil

19. Pupil Premium 2014-15 • Paid to schools according to the number of pupils who have been: • registered as eligible for free school meals at any point in the last 6 years • been in care for 6 months or longer • Parents are in the armed forces • In the 2014 to 2015 financial year, schools will receive: • £1300 for each eligible Primary FSM ‘Ever 6’ • £935 for each eligible Secondary FSM ‘Ever 6’ • £1900 for ‘pupil premium plus’ • £300 for service child premium

20. Spotlight on … … geometry & measures

21. Changing Areas, Changing Perimeters • The challenge is to arrange the shapes in a 3 by 3 grid like this one: • As you go from left to right, the area of the shapes must increase. • As you go from top to bottom, the perimeter of the shapes must increase. • All the shapes in the middle column must have the same area. • All the shapes on the middle row must have the same perimeter. http://nrich.maths.org/7534

22. Metric & Imperial Measures

23. 3 dimensional logic problem • A glass display cabinet has 8 compartments arranged in a 2 x 2 x 2 cube • Each compartment holds one of eight 3D shapes www.teachitmaths.co.uk

24. 3 dimensional logic problem • Each compartment holds one of eight 3D shapes

25. Reading Images

26. Paving Slabs Mystery Five friends are all repaving their patios and have chosen their paving slabs. Use your understanding of quadrilaterals to find out who has chosen which slabs.

27. Summer Term Meeting 25 June 2014 0900 – 1600 Agenda???