We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byHassan Flathers
Modified over 2 years ago
© Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010
© Crown copyright 2010 Aims of the session To become familiar with recent research into children who get stuck at Level 2C at the end of KS1 To discuss how identified barriers might be overcome and what actions can be taken to ensure greater progress can be made To consider what CPD opportunities might be provided to support these children and their teachers 2
© Crown copyright 2010 Reasons for this research Concern over the high number of children who attain 2C at KS1 but make slow progress and do not attain L4 at the end of KS2 To identify aspects of mathematics that appear to present barriers to learning for whose achievement has ‘stalled’ at 2C To support teachers and schools to plan appropriate intervention to help such children 3
© Crown copyright 2010 Research available on NS website Provide weblink here 4
© Crown copyright 2010 Current materials Overcoming barriers L1-2Securing Level 2 5
© Crown copyright 2010 Current materials Making Good Progress in KS2 mathematics Keeping up – pupils who fall behind in KS2 MGP document, but in more detail. Same picture; 00442-2007 BKT-EN 6
© Crown copyright 2010 RAISE ~ stickmen charts 7
© Crown copyright 2010 Key themes Focussed around AT1 and AT2, notably: –Understanding and using place value –Mental calculations –Solving problems –Recording methods –Understanding and using mathematical vocabulary 8
© Crown copyright 2010 The problems: where do children get stuck? 9
© Crown copyright 2010 The problems: where do children get stuck? 10
© Crown copyright 2010 Handout 2 ~ Task Using the test questions as a starting point, identify: the likely barriers those children ‘stuck’ at level 2C might encounter; possible follow up interview tasks and probing questions you might use to pinpoint and analyse the nature of the barriers; the teaching and learning experiences that would help these children to progress 11
© Crown copyright 2010 Conclusions ~ Children need to be taught: to recognise the value of each digit in a 2-digit number, to use this knowledge to partition 2-digit numbers, combine tens and units to form a 2-digit number and to order 2-digit numbers how to use and apply their knowledge of counting in tens, to count a large number of objects efficiently and accurately, counting on and back in tens from any 2-digit number and finding the total of a set of coins that includes 10p pieces how to use their knowledge of counting in tens and their recall of number facts to begin to calculate efficiently using 1- and 2-digit numbers that subtraction can involve finding the difference between the number of objects in two sets or the difference between two numbers, and to recognise how this operation relates to addition how to use number sentences to represent practical situations, especially those involving subtraction or multiplication, and how to interpret and solve number sentences that have missing numbers 12
© Crown copyright 2010 How could the Securing level 2 and OB L1-2 materials be used with teachers to support these level 2C children ? Take a question from Handout 2 that causes particular problems Find corresponding support pages from the Securing level 2 and OB L1-2 materials Discuss how this process could be modelled with teachers What might teachers find difficult, and how they might be overcome? 13
© Crown copyright 2010 14 Future working? Is this something that could purposefully help you and your schools to identify pupil gaps and support teachers to find solutions? Could you work with 1 or 2 children in a school who are stuck at Level 2C and be prepared to feedback at a future consultant meeting?
© Crown copyright 2010 Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Email: email@example.com@opsi.gov.uk Web: www.opsi.gov.uk/click-use/index.htmwww.opsi.gov.uk/click-use/index.htm The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. 15
PPT-EN-04 - © Crown copyright 2010 Slide 1 Primary mathematics: support for subject knowledge Unit 1: Teaching division in Years 1, 2 and 3.
© Crown copyright PPT-EN-01 Workshop 1 Narrowing gaps – setting the scene.
© Crown copyright 2009 Science subject leader development materials Supporting the development of effective HSW and APP practice Autumn 2009.
© Crown copyright 2010 Steps in using the Venn analysis.
© Crown copyright 2009 Yorkshire & Humber ICT consultants network Narrowing the Gap Michael Hawkins Regional Adviser NtG 22 nd October 2009.
© Crown copyright CDO-EN Slide 1 CPDM 3: Making sense of literacy targets: learning objectives and activities Ensuring the attainment of.
© Crown copyright 2009 Assessing pupils’ progress (APP) in science Slide 2.1.
© Crown copyright PPT-EN-06 Workshop 4 Planning next steps.
© Crown copyright PPT-EN-03 Using ICT to explore and model mathematics – Number dials ITP Professional development meeting.
© Crown copyright CDO-EN Slide 1 CPDM1: Senior leader briefing: leading change for more advanced EAL learners Ensuring the attainment of.
Slide 1 © Crown copyright 2008 Guided Group Work Mathematics.
© Crown copyright CDO-EN Slide 1 CPDM 9: EMA coordinators: developing a strategic approach Ensuring the attainment of more advanced learners.
© Crown copyright CDO-EN Slide 1 CPDM 7: Reading as a writer: understanding the writer’s purpose Ensuring the attainment of more advanced.
© Crown copyright PPT-EN-15 Developing mental mathematics, reasoning and communicating Professional development meeting 1.
© Crown copyright DOM-EN Mathematics Using Assessing pupils' progress (APP) to support the teaching and learning of mathematics.
© Crown copyright Improving teaching and learning in Mathematics Day 2 – Year 1 teachers.
Data slides for Key Stage 2–4 progress target setting
© Crown copyright CDO-EN Slide 1 CPDM 10: Parents and community: Supporting pupils’ learning Ensuring the attainment of more advanced learners.
© Crown copyright CDO-EN Slide 1 CPDM 8: Thinking and writing as a writer: the sequence for teaching writing Ensuring the attainment of more.
© Crown copyright PPT-EN-05 Workshop 3S (Secondary) Analysing progress data.
© Crown copyright PPT-EN-03 Narrowing the gaps: what schools do to overcome disadvantage A CPD Workshop.
Promoting Disability Equality in Schools National Strategies Disability Equality.
© Crown copyright CDO-EN Slide 1 CPDM 5: Bridging talk and text: formal talk Ensuring the attainment of more advanced learners of English.
Session 3 Narrowing the Gap. Objectives Consider the gap in science for free school meals (FSM) pupils Compare the FSM gap to local and national Identify.
Slide 1 © Crown copyright 2008 SEN/AEN Value for Money (VfM) Resource Pack for Schools.
Slide 1 © Crown copyright 2008 Every Child a Talker LA launch event.
What’s the point of a gifted and talented programme? Lyn Bull, Gifted and Talented Regional Adviser National Strategies.
© Crown copyright PPT-EN-01 Functional skills in subjects.
Teaching and Supporting Pupils with Speech, language and Communication needs The ‘refreshed’ IDP materials January 2011.
© Crown copyright 2009 Mathematics Specialist Teachers – Championing Mathematics in our Primary Schools Stephanie Suter, Primary National Strategy.
© Crown copyright 2008 TDA NE Regional Network Meeting February 09.
DWO-EN-20 © Crown copyright 2009Slide 1 Supporting School Improvement Partners (SIPs) working in Schools Causing Concern Working in the context.
© Crown copyright CDO-EN Slide 1 CPDM 4: Talk as a tool for thinking: exploratory talk Ensuring the attainment of more advanced learners.
Teaching and Supporting Pupils with Dyslexia The Rose Review : Identifying and teaching children and young people with dyslexia and literacy difficulties.
© Crown copyright 2008 Session 3 Aims To inform delegates of updated intervention materials. To identify key interventions endorsed by the LA to support.
© Crown copyright 2010 Gypsy, Roma and Traveller Achievement Programme National Strategies and Beyond 7 March 2011.
Achievement for All Professor Sonia Blandford. Achievement for All takes a whole school approach to school improvement. It is focused on improving.
Are your children stuck at level 2C in Mathematics?
© Crown copyright 2009 CLLD Consultants’ CPD Events March 2010.
© Crown copyright 2006 Assessing pupils’ progress in mathematics.
Slide 1 © Crown copyright 2008 Guided Group Work Girls and Mathematics.
© Crown copyright DVD-EN Inclusion Development Programme: Supporting pupils with behavioural, emotional and social difficulties Guidance.
© Crown copyright DWO-EN-01 Improving reading CPD day 2.
Improving Writing CPD Guided Writing. Crown Copyright Statement The content of this publication may be reproduced free of charge by schools and local.
DWO-EN-25 © Crown copyright 2009Slide 1 Supporting School Improvement Partners (SIPs) working with Schools Causing Concern The role of the SIP.
© Crown copyright Secondary National Strategy Science © Crown copyright 2005 Crown copyright statement The content of this presentation may be reproduced.
© Crown copyright 2005 Science subject leaders meetings: Teaching and Learning of How science works.
Science subject leader development materials spring 2008 Session 1 Supporting Wave 1 and 2 intervention Slide 1.0.
New Framework for Numeracy Staff INSET session 2: 1)Recap - Renewed framework 2)A Staff Guide - Accessing renewed framework for Numeracy Staff Meeting:
Key Stage 3 National Strategy © Crown copyright 2004 Using teacher assessment to track pupils’ progress in mathematics.
© 2017 SlidePlayer.com Inc. All rights reserved.