Presentation on theme: "Maths matters: the Northern Ireland experience Katrina Godfrey Department of Education."— Presentation transcript:
Maths matters: the Northern Ireland experience Katrina Godfrey Department of Education
Context 162,00 primary school pupils educated in 840 schools Early school starting age – 4 years Transfer to secondary education at 11 Academic selection still a factor Strong correlation between disadvantage and low attainment Variations in performance
Policy approach High quality classroom teaching Effective use of data Making connections across the curriculum Assessment for learning Priority attached to application of skills and to mental maths
Curriculum Revised curriculum introduced in 2007 Focus on skills as well as knowledge Minimum content + flexibility for teachers Play-based curriculum in Years 1-2 Clear focus on cross-curricularity Maths and numeracy as a distinct area of learning and Using maths as a cross-curricular skill
Using Mathematics Using Mathematics: Standards of pupil competency in Mathematics and Numeracy are assessed through the cross-curricular skill of Using Mathematics. This describes the confidence and ability to apply mathematical skills in a range of meaningful contexts.
Across the curriculum, at a level appropriate to their ability, pupils should be enabled to: choose the appropriate materials, equipment and mathematics to use in a particular situation; use mathematical knowledge and concepts accurately; work systematically and check their work; use mathematics to solve problems and make decisions; develop methods and strategies, including mental mathematics ;
Across the curriculum, at a level appropriate to their ability, pupils should be enabled to: explore ideas, make and test predictions and think creatively; identify and collect information; read, interpret, organise and present information in mathematical formats; use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working; develop financial capability; use ICT to solve problems and/or present their work.
So how are we doing? Three key sources of information: –Inspection evidence –End of Key Stage attainment –International benchmarking
Primary schools: inspection evidence 2010-2012 Improvement in quality of leadership and management in primary schools Quality of teaching & learning good or better in 82% of schools
Other factors Primary curriculum has depth – covers al the topics assessed in TIMSS 91% of pupils taught by teachers who feel very well prepared to teach maths Inspection of ITE shows provision to be of high quality
The conundrum Good leadership Good teachers Sound approach to curriculum Great pupils High performance …. but how come we lose ground after primary school?
The challenges 26% of our 10 years olds report not enjoying maths Transition to post-primary identified as a problem Pupils lose ground in maths from age 10-15 Performance not improving (now significantly below OECD average)
The next steps Continued diagnosis: using evidence including from inspection and international surveys Support: targeted and evidence-based Engagement: promoting value of education and supporting communities Staying the course: avoiding the knee- jerk reaction