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Maths subject leader Network Meeting

Maths subject leader Network Meeting. First and Primary Monday 10 th February. Crocodile challenge. Making Change Matter. New curriculum ready– are teachers ready? What to do and what’s available? Keeping informed- updates on National Curriculum and Ofsted

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Maths subject leader Network Meeting

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  1. Maths subject leader Network Meeting First and Primary Monday 10th February

  2. Crocodile challenge

  3. Making Change Matter • New curriculum ready– are teachers ready? What to do and what’s available? • Keeping informed- updates on National Curriculum and Ofsted • Representations- addressing expectations • Using networking to support you – the way forward

  4. Last time.... • Intervention and vulnerable learners • What have you done / found out as a result? • What is provision mapping for maths like and interventions? • How do you follow this up with teachers and SENCo?

  5. National Curriculum- 2014 Are you ready? SWOT analysis of the introduction of NC 2014

  6. ‘All schools are also required to set out their curriculum for mathematics on a year by year basis’ • What are the considerations? • Discuss in 3 large groups- café style. • Swop around every 10 minutes. • One identified person collects all views and feedback at the end of the session.

  7. Representations making crucial choices What shall I choose, when and why? Is it best to support understanding the concept? Does it fit in with the sequence of learning calculations? Is the use consistent across the school?

  8. Take a break http://youtu.be/lOIP_Z_-0Hs

  9. Spoken language • The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

  10. Sharing outstanding practice

  11. Assessment • Consultation document – no news yet on any outcomes

  12. Consultation on... • Teachers will continue to track pupils’ progress and provide regular information to parents. How they do so will be for schools to decide, suited to the curriculum they teach. We will not prescribe a single system for ongoing assessment and reporting. • We will work with teaching schools, professional associations, subject experts, education publishers and external test developers to signpost schools to a range of potential approaches to identify and share examples of good practice for schools to draw upon.

  13. Sir Michael Wilshaw speech • Good schools have always tracked their pupils’ progress and Ofsted will expect to see this continue. We will not endorse any particular approach. But we do expect every school to be able to show what their pupils know, understand and can do through continuous assessment and summative tests.

  14. Sir Michael Wilshaw speech • Regular testing has received a bad press in recent years, as if it were somehow separate and antithetical to the business of education. It is not. It is an essential tool that allows students and their teachers to assess progress.  So, when inspectors visit a school, they will expect to see good formative and summative assessment. They will want to know how often pupils are assessed and what tests are being used. For those schools that struggle to create their own, we can be sure that the market place will come up with good standardised tests for each year group and each subject.

  15. Sir Michael Wilshaw speech • Every headteacher should be asking themselves the sort of questions that we will be asking when we inspect schools in the weeks and months ahead: • 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?

  16. Sir Michael Wilshaw speech • From September 2014, in every section 5 school inspection, inspectors will meet with NQTs to ask them if they are being well supported, particularly in dealing with pupil behaviour.  Where we see NQTs struggling in the classroom, we will ask not only about the support in the school but also track back to see which provider trained them. The training provider should share responsibility for the performance of new teachers in their NQT year, and their inspection grade should reflect this.

  17. Peer mentoring project • Updates from Jeanette Brocks

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