Presentation on theme: "Developing the understanding of progression in maths teaching by linking success criteria to Assessment for Learning Stockport NCETM Grant Contact: Diane."— Presentation transcript:
Developing the understanding of progression in maths teaching by linking success criteria to Assessment for Learning Stockport NCETM Grant Contact: Diane Jackson Stockport Primary Mathematics Consultant email@example.com
Why...? In mathematics we often begin with an error and unpick misconceptions that led to it... We wanted to investigate if using Success Criteria improves teaching and learning especially for the ‘invisible ‘child?
Who...? For this project we selected Year 6 teachers from 12 schools in areas of disadvantage. All schools identified their ‘invisible’ Year 6 children in mathematics using characteristics and behaviours described in the Primary Strategy ‘Keeping Up’ document.
What...? Success criteria materials have been developed for the Calculation strand of the Primary framework for Reception to Year 6 by a working party
Next slides... Selection of examples of how teachers might share success criteria with their children
Steps for Success To add decimals with up to 2dp Check digits are lined up in correct columns Add the hundredths column first Check decimal points are lined up Move one column to the left when carrying Check using DIMS
Next Steps... Each school will select a model of CPD to share the experience of the project teacher All schools will be asked to consider the impact this has on the ‘invisible children’ and the barriers to learning identified in the Primary Strategy ‘Keeping Up’ document.
Keeping Up-Pupils who fall behind in KS2 Pupil characteristics: They were often girls They were generally well behaved They displayed a positive approach to learning They lacked self confidence and viewed maths as either right or wrong Their work was neat and set out in the required way
Keeping Up-Pupils who fall behind in KS2 DfES ref. 00442-2007BKT-EN They judged how good they were by the number of ticks and crosses in their books They didn’t like answering question in whole class situations They usually persevered with tasks They lacked self help strategies, often depending on comparing work with friends They put their hand up and waited, and didn’t mind if they didn’t receive attention
Teachers share good practise using NCETM portal Final report evaluating project to be posted on website July 2008 Evaluation How did the project support your professional development?