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Key Stage 3 National Strategy Interacting with Year 8.

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Presentation on theme: "Key Stage 3 National Strategy Interacting with Year 8."— Presentation transcript:

1 Key Stage 3 National Strategy Interacting with Year 8

2 Key Stage 3 National Strategy To explain the purpose and use of the Year 8 materials To explain the purpose and use of the Year 8 materials To explore the mini-pack on handling data and consider effective ways of using the materials To explore the mini-pack on handling data and consider effective ways of using the materials Objectives OHT 1.0

3 Key Stage 3 National Strategy Interacting with mathematics in Key Stage 3: aims planning for teaching that engages and challenges pupils planning for teaching that engages and challenges pupils developing mathematical reasoning in pupils developing mathematical reasoning in pupils OHT 1.1a To support mathematics departments in:

4 Key Stage 3 National Strategy encourage a fresh look at the mathematics itself encourage a fresh look at the mathematics itself suggest imaginative activities for promoting mathematical talk suggest imaginative activities for promoting mathematical talk gather useful resources on which teachers can draw gather useful resources on which teachers can draw stimulate new approaches stimulate new approaches OHT 1.1b The mini-packs are designed to: Interacting with mathematics in Key Stage 3: aims

5 Key Stage 3 National Strategy Features of the mini-packs Focus on key mathematical ideas and thinking Focus on key mathematical ideas and thinking Based on the Year 8 teaching programme Based on the Year 8 teaching programme Mathematical activities to engage and challenge Mathematical activities to engage and challenge Focus on teaching strategies Focus on teaching strategies OHT 1.2

6 Key Stage 3 National Strategy Departmental meetings

7 Key Stage 3 National Strategy To reflect on current teaching of handling data in Y8 in the department To reflect on current teaching of handling data in Y8 in the department To consider pupils responses to test questions and the implications for teaching and learning To consider pupils responses to test questions and the implications for teaching and learning To explore how the sample unit fits into the plan for the year and how it is organised to address the objectives To explore how the sample unit fits into the plan for the year and how it is organised to address the objectives To examine the unit in more detail including some of the data files provided. To examine the unit in more detail including some of the data files provided. Objectives OHT 1.0

8 Key Stage 3 National Strategy Height in cm Less than h h h h h h or more Total number of males OHT 1.3a Hypothesis 2: Males who cycle to school are taller than those who dont Data set B

9 Key Stage 3 National Strategy Height in cm Less than h h h h h h or more Males who cycle OHT 1.3b Hypothesis 2: Males who cycle to school are taller than those who dont Data set B

10 Key Stage 3 National Strategy Height in cm Less than h h h h h h or more Total number of males OHT 1.3a Hypothesis 2: Males who cycle to school are taller than those who dont Data set B cycle

11 Key Stage 3 National Strategy Aims of meetings Review current approaches in the department. Review current approaches in the department. Consider strengths and weaknesses in pupils learning – particularly in interpreting data and drawing inferences. Consider strengths and weaknesses in pupils learning – particularly in interpreting data and drawing inferences. Examine teaching styles and consider how pupils can be actively engaged. Examine teaching styles and consider how pupils can be actively engaged. Explore a sample unit and related data files from the KS3 mathematics strategy. Explore a sample unit and related data files from the KS3 mathematics strategy. Consider how to use these materials. Consider how to use these materials.

12 Key Stage 3 National Strategy Departmental work on handling data What do we currently do in Y8? What do we currently do in Y8? What goes well with different groups? What goes well with different groups? What goes less well? What goes less well?

13 Key Stage 3 National Strategy Reflect upon The objectives emphasised in our current planning The objectives emphasised in our current planning The strengths and weaknesses in terms of pupils learning The strengths and weaknesses in terms of pupils learning

14 Key Stage 3 National Strategy Data handling cycle OHT 1.4 Specify the problem and plan Collect data from a variety of sources Interpret and discuss data Process and represent data evaluate results

15 Key Stage 3 National Strategy Key Features of HD mini-pack The unit addresses the handling data cycle in a novel way, placing the main focus of teaching on interpretation and inference. The unit addresses the handling data cycle in a novel way, placing the main focus of teaching on interpretation and inference. The whole HD cycle is made explicit to pupils through the structure of the unit. The whole HD cycle is made explicit to pupils through the structure of the unit. The stages of the cycle are developed in the main parts of the lessons and revisited as starters in subsequent lessons. The stages of the cycle are developed in the main parts of the lessons and revisited as starters in subsequent lessons.

16 Key Stage 3 National Strategy Key Features of HD mini-pack Aspects of collecting data are considered as part of each main teaching section. Aspects of collecting data are considered as part of each main teaching section. The plenary is used to refocus on the HD cycle. The plenary is used to refocus on the HD cycle. The unit represents six hours of lesson time. The unit represents six hours of lesson time. The objectives of the unit are listed on page 5 and referenced by letter in the unit plan. The objectives of the unit are listed on page 5 and referenced by letter in the unit plan.

17 Key Stage 3 National Strategy Handling data departmental meeting 2

18 Key Stage 3 National StrategyObjectives To examine teaching that engages the whole class in discussing and interpreting data and drawing inferences. To examine teaching that engages the whole class in discussing and interpreting data and drawing inferences. To review current teaching approaches in the department, identifying changes that can be made and how they can be supported. To review current teaching approaches in the department, identifying changes that can be made and how they can be supported. To decide on practical steps needed to implement the unit, including adaptations to the materials to meet the needs of different groups of students. To decide on practical steps needed to implement the unit, including adaptations to the materials to meet the needs of different groups of students. To discuss any general implications for the work of the department. To discuss any general implications for the work of the department.

19 Key Stage 3 National Strategy Key points from last meeting Pupils often encounter difficulties in handling data, such as reading scales, solving problems with several stages, interpreting data and explaining their reasoning. Pupils often encounter difficulties in handling data, such as reading scales, solving problems with several stages, interpreting data and explaining their reasoning. The sample unit addresses the whole of the data handling cycle, placing emphasis on the weaker aspects. For example, the collection of data is addressed in an efficient way, so that more time can be given to interpretation. The sample unit addresses the whole of the data handling cycle, placing emphasis on the weaker aspects. For example, the collection of data is addressed in an efficient way, so that more time can be given to interpretation.

20 Key Stage 3 National Strategy Data handling cycle OHT 1.4 Specify the problem and plan Collect data from a variety of sources Interpret and discuss data Process and represent data evaluate results

21 Key Stage 3 National Strategy Plans for this meeting As department we will: consider what the sample unit offers in terms of teaching style and interaction, to develop pupils thinking skills\and help them to use and apply mathematics; consider what the sample unit offers in terms of teaching style and interaction, to develop pupils thinking skills\and help them to use and apply mathematics; identify practical steps toward implementation identify practical steps toward implementation reflect on general implications for our department. reflect on general implications for our department.

22 Key Stage 3 National Strategy Purpose of departmental meetings review current approaches to handling data in the department review current approaches to handling data in the department consider strengths and weaknesses in pupils learning, particularly in interpreting data and drawing inferences consider strengths and weaknesses in pupils learning, particularly in interpreting data and drawing inferences examine teaching styles and consider how pupils can be actively engaged examine teaching styles and consider how pupils can be actively engaged explore the sample unit of work and the related data files explore the sample unit of work and the related data files consider how to use the materials consider how to use the materials OHT 1.5 The purpose of the two departmental meetings is to:

23 Key Stage 3 National Strategy Meeting notes Each set of notes are designed in a structured way: to get maximum benefit from the time available to get maximum benefit from the time available to minimise the time spent in preparation to minimise the time spent in preparation

24 Key Stage 3 National StrategyVideo How does it compare to our teaching? How does it compare to our teaching? In what ways might we adapt our teaching? In what ways might we adapt our teaching? Will this be different for different groups of students? Will this be different for different groups of students?

25 Key Stage 3 National Strategy Objective (M R) To explore the mini-pack on multiplicative relationships and consider effective ways of using materials OHT 2.0


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