Gweithdai TGAU Mathemateg a Saesneg Chwefror 2013 GCSE Maths and English Workshops February 2013

1. Gweithdai TGAU Mathemateg a SaesnegChwefror 2013GCSE Maths and English WorkshopsFebruary 2013

2. Cefnogaeth ar yr unfed awr ar ddeg i Flwyddyn 11Beth weithiodd yn Her Llundain 11th Hour support for Year 11What worked in London Challenge

3. (Ail)Sefydlu gwaelodlin [1] Dadansoddi data: Dilysu targedau myfyrwyr • A yw’r myfyrwyr yn anelu at y deilliannau cywir? • A yw athrawon yn deall y disgwyliadau ar gyfer eu grwpiau yn glir? • A yw setiau’n cael eu gosod yn unol â thargedau? (Re)Establishing baseline [1] Data analysis: Validation of student targets • Are the students aiming for the correct outcomes? • Are teachers clear about expectations for their groups? • Is setting in line with targets?

4. (Ail)Sefydlu gwaelodlin [2] Dadansoddi data: Cyrhaeddiad presennol myfyrwyr A oes problemau o ran grwpiau addysgu? Llinellol – gradd bresennol: sefyll yn gynnar/ffug arholiadau Unedol – faint o bwyntiau i ffwrdd o gyrraedd y radd darged Methu cyflawni’r radd darged yn realistig? Newid? √√ Pynciau eraill A yw’r data olrhain yn cynnwys Cymraeg/Saesneg a data craidd arall? A yw athrawon mathemateg yn deall hyn yn glir (Re)Establishing baseline [2] Data analysis: Current student attainment Are there teaching group issues? Linear – current grade: early entry/mocks Unitised - points away from target grade Can’t realistically achieve target grade? Switch? √√ Other subjects Does tracking data include English/Welsh & other core data? Are maths teachers clear about this

5. Newid cyflymder, rhowch eich troed i lawr! [1] Mae’r effaith fwyaf mewn gwersi mathemateg • Dylid ailgymysgu setiau fel bo’r angen • Sicrhau bod staff yn cyfateb yn dda i grwpiau • A all staff pynciau eraill/staff cymorth/yr uwch dîm rheoli wneud gwahaniaeth? • A all grwpiau allweddol gael eu rhannu? Change of gear, rev it up! [1] Biggest impact is in maths lessons • Re-jig sets as necessary • Ensure staff are well matched to groups • Can non-maths staff /support staff/SLT make a difference? • Can key groups be split?

6. Newid cyflymder, rhowch eich troed i lawr! [2] Gwella dyheadau myfyrwyr gan y tîm bugeiliol Adeiladu momentwm, hyder wrth ddefnyddio amser y tiwtor, gwasanaethau, digwyddiadau arbennig, digwyddiadau preswyl Meithrin (a sicrhau) cyfraniad at ymyrraeth Ei gwneud hi’n amlwg Posteri adolygu yn ystafelloedd dosbarth mathemateg Blwyddyn 11 ac mewn coridorau Cyhoeddi cynlluniau ar gyfer myfyrwyr a rhieni Change of gear, rev it up! [2] Pastoral team to raise students’ aspirations Build momentum, confidence using tutor time, assemblies, special events, residential Foster (& ensure) engagement in intervention Make it obvious Revision posters in Year 11 maths classrooms and corridors Publish plans for students and parents

7. Targedu Grwp(iau) Ymyrryd – TIG [1] Nodi grwp(iau) ymyrryd yn sgil craffu ar ddata • Ar sail cyrhaeddiad blaenorol a thargedau heriol Target Intervention Group(s) – TIG [1] Data led intervention group(s) identified • Based on prior attainment and challenging targets

8. Targedu Grwp(iau) Ymyrryd – TIG [2] Croesgyfeirio â TIG Saesneg • Pwy y mae angen eu targedu ar gyfer y ddau, mathemateg ond nid Saesneg ac ati. Derbyn myfyrwyr sydd ‘angen mathemateg’ • Adborth didwyll pan fo’i angen! Target Intervention Group(s) – TIG [2] Cross referenced with English TIG • Who needs targeting for both, maths but not English etc. Take on board students identified as ‘need maths’ • Honest feedback when required!

9. Strategaethau ymyrryd [1]: Bu’r rhain yn llwyddiannus: • Dosbarthiadau yn gynnar y bore (mwy galluog?) • Cymorth yn ystod amser tiwtor • Hyfforddiant 1 – 1 • Adolygu amser cinio • Adolygu ar ôl ysgol – dosbarthiadau Sadwrn • Digwyddiadau preswyl Intervention strategies [1]: These have been successful: • Early morning classes (more able?) • Tutor time support • 1 – 1 tuition • Lunchtime revision • After school revision Saturday classes • Residential

10. Strategaethau ymyrryd[2]: Bu’r rhain yn llwyddiannus: • Diwrnodau mathemateg a Saesneg • Amser ychwanegol yn y cwricwlwm – myfyrwyr targedig sydd wedi’u tynnu allan o bynciau nad ydynt yn bynciau craidd • Cymorth i rai o’r uchod, neu’r cyfan ohonynt, gan ymarferwyr arbenigol allanol • Sesiynau ysgogi mewn grwpiau mawr • Ffug arholiadau ychwanegol Intervention strategies [2]: These have been successful: • Maths and English days • Extra curriculum time - targeted students taken out of non-core subjects • Support for some or all the above from external expert practitioners • Large group motivational sessions • Additional mock exams

11. Rhaglen ymyrryd [1] Cydlynu ysgol gyfan • Rhaid rhoi arweiniad clir i fyfyrwyr er mwyn gostwng galwadau holl feysydd y cwricwlwm rhag achosi straen iddynt • Mae dull ysgol gyfan yn codi proffil y rhaglen • Dylai’r uwch dîm rheoli/y tîm bugeiliol annog myfyrwyr i fod yn bresennol Intervention programme [1] Whole school co-ordination • Students must be clearly guided to reduce the demands of all curriculum areas ‘stressing’ them • Whole school approach raises the profile of the programme • SLT/pastoral team to encourage student attendance

12. Rhaglen ymyrryd [2] Ansawdd Uchel, ‘Penderfynol’, Cynaliadwy • Myfyrwyr yn teimlo’u bod yn cael ‘gwerth am arian’ • Hyfforddiant ar gyfer arholiadau, nid yw’r un fath ag addysgu mathemateg • Yn bennaf, gwersi wedi’u haddysgu nid dim ond help gyda chwestiynau Rhaglen wedi’i chyhoeddi • Mae rhieni a myfyrwyr yn gwybod beth fyddant yn ei gael a phryd Intervention programme [2] High Quality, ‘Driven’, Sustainable • Students feel they get ‘value for money’ • Coaching for exams, not the same as teaching maths • Mostly taught lessons not just help with questions Published • Parents and students know what they are getting when

13. Cynnwys gwersi adolygu [1] • Pynciau Allweddol – rydych chi’n gwybod beth sydd ei angen ar bawb • Dadansoddiad Lefel Cwestiynau – rhag ofn bod rhai nad ydych yn eu gwybod! • Defnyddio dadansoddiad bwrdd arholi • O ffug arholiadau • Adborth unigol ar gwestiynau a roddwyd i fyfyrwyr • Dadansoddiad grŵp i nodi bylchau Content of revision lessons [1] • Key Topics – you know what they all need • Question Level Analysis - for those you might not know! • Using Exam board analysis • From mock exams • Individual feedback on questions given to students • Group analysis to identify gaps

14. Cynnwys gwersi adolygu [2] • Techneg arholiadau • Gan gynnwys o ble y daw’r marciau • Pynciau gradd B (a hyd yn oed rhai gradd A) ar gyfer y rhai sy’n ymylu ar gael gradd C • P-A-C-E Content of revision lessons [2] • Exam technique • Including where the marks come from • B (and even some A) grade topics for borderline C • P-A-C-E

15. Cymorth ar gyfer adolygu gartref Mae angen llawer o gymorth ac arweiniad ynghylch adolygu personol ar y rhan fwyaf o fyfyrwyr a’u rhieni. Rhoi adnoddau i fyfyrwyr – canllawiau adolygu, CD-Rom, dolenni rhyngrwyd, mynediad at MLE – ei annog cyn belled ag y bo’r myfyrwyr yn cael hyfforddiant ar ddefnyddio’r rhain. Support for revision at home Most students and their parents need a lot of support and guidance about their personal revision. Giving students resources – revision guides, CDRoms, internet links, MLE access – are all to be encouraged as long as students are coached in their use.

16. Pwyntiau trafod dadleuol • Haen mynediad • Mynediad cynnar • Cwrs unedol neu linellol • Adolygu dan bwysau yn union cyn arholiad • ‘O’r llawr’ Controversial discussion points • Tier of entry • Early entry • Unitised versus linear course • Immediately pre-exam cramming • ‘From the floor’

17. Paratoi disgyblion at y dyfodol Amcan: Deall y prif rymoedd sy’n dylanwadu ar ddysgu, addysgu ac asesu mathemateg a rhifedd yng Nghymru yn barod ar gyfer y sesiwn nesaf Preparing pupils for the future Objective: To understand the main forces shaping the learning, teaching and assessment of mathematics and numeracy in Wales

18. Y tirlun polisi: • Making Mathematics Count – Adrian Smith (2004) • NNP • LNF • Profion Pisa, OECD • Adolygiad yr OECD o addysg yng Nghymru – gwahoddiad gan y Gweinidog, Rhagfyr 2012 • Adolygiad o Gymwysterau i bobl ifanc 14-19 oed yng Nghymru – Huw Evans • Y cynnig yn nogfen ymgynghori’r llywodraeth i ddileu manylebau unedol a dychwelyd i arholiadau tebyg i lefel ‘O’ yn Lloegr. The policy landscape: • Making Mathematics Count - Adrian Smith (2004) • NNP • LNF • Pisa tests, OECD • OECD Review of education in Wales – invitation by minister Dec 2012 • Review of Qualifications for 14-19 year olds in Wales - Huw Evans • Removal of unitised specifications and return to ‘O’ level style examinations in England proposed in govt consultation document.

19. Gweithgaredd pâr • Sut bydd mentrau polisi yn effeithio ar ddysgu ac addysgu mewn cyrsiau mathemateg TGAU yn eich tyb chi? • Sut byddant yn effeithio ar gyflwyno’r cwricwlwm ac asesu mathemateg ar draws y cyfan o Gyfnodau Allweddol 3 a 4 dros y 5 mlynedd nesaf? • Byddwch yn barod i adrodd syniadau yn ôl i’r grŵp llawn. Pair activity • How do you think policy initiatives will impact on learning and teaching in GCSE mathematics courses? • How will they impact upon curriculum delivery and assessment of mathematics across the whole of Key Stages 3 and 4 over the next 5 years? • Be prepared to feedback ideas to full group.

20. Datrys problemau a chymhwyso mathemateg mewn cyd-destunau gwahanol  Amcanion Nodi’r anawsterau cyffredin y mae disgyblion yn eu cael pan fyddant yn wynebu tasgau datrys problemau ac wrth ddefnyddio a chymhwyso mathemateg mewn cyd-destunau gwahanol mewn arholiadau TGAU Rhannu arfer effeithiol, a chynllunio ar gyfer addysgu a dysgu, sy’n galluogi disgyblion i oresgyn yr anawsterau hyn a helpu i ddatblygu gallu disgyblion i resymu’n fathemategol, datrys problemau a chymhwyso’u gwybodaeth mewn cyd-destunau gwahanol Problem solving and applying mathematics in different contexts  Objectives To identify common difficulties experience by pupils when faced with problem solving tasks and with using and applying mathematics in different contexts in GCSE examinations To share effective practice, and planning for teaching and learning, that enables pupils to overcome these difficulties and helps to develop pupils’ ability to reason mathematically, solve problems and apply their knowledge in different contexts

21. HMI Report “..far too much time is given to the mechanical part of the subject. The result of this unintelligent teaching shows itself in the inability of students to solve very simple problems…”

22. HMI Report

23. Amlygrwydd AO2 ac AO3 mewn manylebau Dau gwestiwn pwysig  Sut dylem ni fynd i’r afael â’r pwyslais parhaus a fydd yn cael ei roi ar ddatrys problemau a chymhwyso mathemateg o safbwynt: • paratoi disgyblion ar gyfer arholiadau TGAU mathemateg fel y gallant gymhwyso’u gwybodaeth mewn cyd-destunau gwahanol a datrys problemau’n llwyddiannus? • cynllunio strategol yn y dyfodol er mwyn codi safonau mathemateg a rhifedd yn ein hysgolion? Prominence of AO2 and AO3 in specifications Two important questions  How should we address the continuing emphasis that will be placed on problem solving and applying mathematics in terms of: • preparing pupils for GCSE mathematics examinations so that they can apply what they know in different contexts and solve problems successfully? • future strategic planning for raising standards in mathematics and numeracy in our schools?

24. Tasg grwpiau bychain - Mae pob grŵp wedi cael 5 problem i’w hystyried. 1 Pa anawsterau y bydd disgyblion yn eu cael yn mynd i’r afael â’r problemau hyn? • Pa fathau o sgiliau sydd eu hangen ar ddisgyblion i allu mynd i’r afael â’r cwestiynau’n llwyddiannus? • Pa ddulliau, tactegau a strategaethau y mae aelodau’r grŵp wedi’u defnyddio i ddatblygu’r sgiliau a nodwyd yn 2 uchod? Ceisiwch nodi dulliau allweddol (o leiaf 3) o ddysgu ac addysgu mathemateg a fu’n effeithiol ar gyfer datblygu’r sgiliau hyn. 4 Paratowch eich canfyddiadau ar siart troi er mwyn eu hadrodd yn ôl i’r grŵp. Small group task - Each group has been given 5 problems to consider. 1 What difficulties will pupils have tackling these problems? • What kinds of skills do pupils require to be able to tackle the questions successfully? • What strategic approaches has your department employed to develop the skills identified in 2 above? Try to identify key approaches (at least 3) to learning and teaching in mathematics that have been effective in developing these skills. • Prepare findings to feedback to group on flipchart.