1. Bowland Maths

2. Elnaz Javaheri The school background 2nd year of teaching
1.In 2010, the percentage of 5A*-C was 48% including English and Mathematics.
% free school meal.
3.72% of students have English as their second language
2nd year of teaching
Currently studying my MTL
Involved with Nuffield Foundation(AMP)
Degree in Physics

3. Shane Walsh 2010 GCSE Results
90% of the students achieved 5 or more GCSE grades at A* - C  with 81% achieving 5 or more including English and Maths.
Shane Walsh
1.4th year of teaching
2.Being involved with Bowland

4. Question ?
Would the ability to think mathematically of lower achieving Key Stage 3 students develop through sustained exposure to rich tasks?

5. Rich Tasks
Bowland
(Assessment Tasks)
1.110 years on
2.Bunting
3.Candle box
4. Cats and Kitten
5.Counting trees
6. Day out
7.Fares and Fair
Applying Mathematical Process (AMP) 1.Fire hydrants 2. Golden Mazes 3. Hide the spies 4.Sending Text 5. Symmetry 6. Three dice 7.Every second counts

6. Progression grid 110 years on

7. Swans' samples

8. What we did ? How we did it? Same year group Same ability
Divided in pairs
Assess their work in pairs and then groups
Return to their place to polish their work
Exchange students work across our schools to be peer assessed
Decided to write the progression grid for our students using more pupil friendly language

9. Elnaz
Shane
Year8 set 4
Year 8 Set 4
List of activities
1. Text Message
Bowland/ Nuffield
2. Z-Factor
Bowland
3. Speedy Santa
4. School Holiday
Nuffield
5. Every Second Counts
year

10. Before Polishing
After
Polishing

11. Pupils behaviour prior to this project
Reluctance to talk with each other about their maths
Few skills of working as a pair(Would not sit with girls etc)
Knew only one way to tackle a problem
Belief that there was a unique answer to a question and a refusal to accept other people’s answers
Little desire to think

12. Pupils behaviour prior to this project
I am sick and tired of spoon feeding my students. They can not think !
Spoon fed on a diet of traditional maths teaching

13. Changes in students Ready to discuss their mathematics
Feeling more autonomous in the class
Willing to challenge their learning and ideas
Having more productive comments about their own work

15. why and how the results happened?
Students enjoyed maths more
Students Felt more confident
Students ability to think in process lessons could have transfered to ‘content’ lessons
Students learn from each other in the lessons more than teachers
Students have been experiencing success in process lessons, and have taken that feeling to their content lessons

16. A bonus
atmosphere in non project lessons .....

17. How to make connections (see the Maths)
What we learnt
Be patient
How to make connections (see the Maths)

18. Where to now!
Writing a SOW’s based on the activities.(Group worthy )
All abilities