1. Mathematics Subject Leader Network Meeting June 2012

2. Programme Session 1 Update on recent developments in mathematics including Mathematics: Made to Measure, draft KS1 and 2 programmes of study Session 2 Sharing good practice Rob Apperley and Ross Currie Session 3 Teaching percentages

3. Objectives To have a clear understanding of the latest national and regional developments. To consider the recommendations outlined in the recent Ofsted report ‘Mathematics: Made to Measure’ To share good practice from Dudley schools and consider how they can be integrated into schemes of work To consider the progression in teaching percentages and address some of the main issues and misconceptions in this topic

4. Starter

5. SESSION 1: Update on recent developments in mathematics

6. Assessment KS2 SATs L6 test GCSE

7. Y6 SAT questions Paper A 2012

8. Level 6 Paper 1 Calculator not allowed

9. Level 6 Paper 2 Calculator allowed

10. 2012 Level 6 test Try these questions with your current Level 6 pupils, what is their response? What is your plan for your L6 learners when they come to you in Y7?

11. GCSE Edexcel - Higher QWC 4 marks

12. GCSE AQA Foundation Paper 2 Q22* 5 marks

13. Mathematics: made to measure Recommendations: Ofsted will: produce support materials to help schools identify and remedy weaknesses in mathematics. raise ambition for the mathematics education of all pupils by placing greater emphasis in school inspection on:  how effectively schools tackle inconsistency in the quality of mathematics teaching  how well teaching fosters understanding  pupils’ skills in solving problems  challenging extensive use of early and repeated entry to GCSE examinations.

14. Mathematics: made to measure Recommendations The DfE should: ensure end-of-key-stage assessments, and GCSE and AS/A-level examinations require pupils to solve familiar and unfamiliar problems and demonstrate fluency and accuracy in recalling and using essential knowledge and mathematical methods raise ambition for more-able pupils, in particular expecting those pupils who attained Level 5 at Key Stage 2 to gain A* or A grades at GCSE research the uptake, retention and success rates in AS and A-level mathematics and further mathematics by pupils attending schools with and without sixth- form provision.

15. Mathematics: made to measure Recommendations Schools should: tackle in-school inconsistency of teaching, making more good or outstanding, so that every pupil receives a good mathematics education increase the emphasis on problem solving across the mathematics curriculum develop the expertise of staff: in choosing teaching approaches and activities that foster pupils’ deeper understanding, including through the use of practical resources, visual images and information and communication technology in checking and probing pupils’ understanding during the lesson, and adapting teaching accordingly in understanding the progression in strands of mathematics over time, so that they know the key knowledge and skills that underpin each stage of learning ensuring policies and guidance are backed up by professional development for staff to aid consistency and effective implementation sharpen the mathematical focus of monitoring and data analysis by senior and subject leaders and use the information gathered to improve teaching and the curriculum.

16. Mathematics: made to measure Recommendations In addition, secondary schools should: ensure examination and curricular policies meet all pupils’ best interests, stopping reliance on the use of resit examinations, and securing good depth and breadth of study at the higher tier GCSE.

17. Consider the recommendation on your sheet and write down: What you are presently doing to address the issue What you could be doing to address the issue Read through the comments already made and add any thoughts of your own Mathematics: made to measure

18. Draft Primary National Curriculum Published in draft June 2012 Consultation through NCETM and ACME portals PoS is split into KS1, Lower/Upper KS2 Yearly programme with no levels mentioned

19. Draft Primary National Curriculum Headlines: Add, subtract, multiply and divide fractions (consistent with expectations in the high-performing education jurisdictions of Singapore and Hong Kong) By age nine, pupils should know their times tables up to 12x12. (in line with expectations in the high-performing jurisdiction of Massachusetts). By age seven, pupils should know “number bonds” up to 20. These are simple addition and subtraction facts that pupils should be able to recognise and use instantly (eg 9+9=18 or 16-7=9).

20. Other notable changes Move to vertical methods for written calculations in Year 2 Roman numerals (Y5) Binary (Y6) More formalised algebra in Y6 (e.g. using algebra to solve perimeter/angle problems) Slimming down of Data Handling

21. Good Education for All Key Changes require ‘outstanding’ schools to have ‘outstanding’ teaching define an acceptable standard of education as being ‘good’ replace the current ‘satisfactory’ judgement with ‘requires improvement’ where schools are not inadequate but are not yet providing a good standard of education replace the ‘notice to improve’ category with ‘serious weaknesses’ introduce earlier full re-inspection of schools judged as ‘requires improvement’ usually limit the number of times schools can be deemed to ‘require improvement’ to two consecutive inspections before they are judged ‘inadequate’ and deemed to require ‘special measures’ shorten the notice we give of an inspection request that schools provide anonymised information of the outcomes of the most recent performance management of all teachers

22. Parent View http://parentview.ofsted.gov.uk/

23. New Teachers’ Standards Replace the existing core standards Come into effect Sept 2012 Apply to all teachers

24. Mathematics CPD

25. E-Newsletter – Mathematics https://education.staffordshire.gov. uk/enewsletter/subscribe.aspx

26. How might today have impact in our settings? Improved liaison with feeder primary schools, with a particular focus on Level 6 pupils Issues and recommendations from ‘Mathematics: made to measure’ addressed and actions implemented for further development New Teacher Standards implemented from September 2012

27. Customer Negotiated Support Half Day (up to 3 hrs) Whole Day (up to 6 hrs) £195 *£395 *

28. Mathematics Network Meeting for Subject Leaders 2012/13 Network Meetings: 6 December 2012 – whole day 21 March 2013 – half day 27 June 2013 – whole day

29. The ET Secondary Mathematics team contact details are: vanessal.brown@staffordshire.gov.ukvanessal.brown@staffordshire.gov.uk 07791 032373 trevor.sutcliffe@staffordshire.gov.uktrevor.sutcliffe@staffordshire.gov.uk 07966 328815

30. Progression in teaching percentages

31. Objective: To consider the strategies that can used for  assessing pupils,  developing group work,  developing problem solving through the progression in teaching percentages

32. Mathematics: made to measure At Key Stage 4 and in the sixth form, schemes of work were rarely adapted to the particular circumstances of the school and its pupils. They were often simply the schemes provided by awarding bodies or in conjunction with textbooks. Other schemes of work were little more than a list of topics. Specific weaknesses included: lack of agreement among teachers in the same school or guidance in the schemes of work about the preferred ways of tackling particular topics, or the depth of treatment expected for different groups little clarity about how concepts were to be introduced and linked to ensure the development of understanding common schemes of work being provided for entire year groups, with no guidance to teachers about what was expected in each set few opportunities for pupils to develop their skills in using and applying mathematics or, where using and applying activities were included in the scheme, no guidance on how pupils should develop skills progressively over time

33. For Starters…. Which would you rather have…? or 25% of £1818% of £25 Show that these two amounts are equal.

34. Developing a chain of reasoning 18% of 25 0.18 x 25 18% and 0.18 are equivalent 25 x 0.18 Multiplication is commutative 2.5 x 1.8 Scaling up and scaling down 0.25 x 18 Scaling up and scaling down 25% of 18 0.25 and 25% are equivalent

35. Developing group work practise and to learn from each other; develop a sense of empathy and to understand other views; Developing problem solving Pupils can look at a problem, decide on the most appropriate strategy, make links to similar problems and then persevere to find a solution Developing PLTS Independent enquirers Creative thinkers Reflective learners Team workers Self managers Effective participators Developing styles of assessment Why are we doing this?

37. Teaching percentages… what are the key ideas? Create a mind map for the teaching of percentages across KS3 and 4  Include any related, linked topics  Is there a key idea that underpins other topics?

38. % increase, decrease % as a multiplierReverse % Calculator methodsMental methods Compound interest % of an amount Scaling up, down % in context Percentages Choosing an appropriate strategy F, D, P equivalencePlace value Proportional reasoning

39. Where do pupils stumble? Definition of percent F, D, P equivalence (unless ½, ¼, ¾, 1 / 10 )  ‘looks different but means the same’  place value is not secure, e.g. 0.1 and 0.01  Concept of fractions is not secure When to use a mental strategy and when to use a calculator Use of the calculator – when does this come in? Application of strategies to a word problem or unfamiliar context

40. Misconceptions Percent means ‘out of 100’ Percentages are never greater than 100% If 1 / 10 = 10%, then 1 / 5 = 5% and 1 / 20 = 20% An increase of 50% followed by a decrease in 50% takes us back to the original value.

41. Misconceptions Use the % key on the calculator Applying half learned rules without understanding Wayne bought an engagement ring for Tracy. The total cost of the ring was £420 plus VAT at 17%. Work out the cost of the ring.

42. Clouding the Picture What else do you know about 7 / 8 ? Adding 7 to the numerator and 8 to the denominator each time Activity 1

43. Activity 2 Sort this set of number cards and arrange them to make three correct calculations

44. Activity 3 All numbers in the first column have been increased by the same percentage to give the results shown in the second column. A given letter stands for the same numeral every time it appears in that column. Work out the percentage change.

45. Activity 4 Place pairs of Percentages cards between each pair of Money cards to show the correct percentage increase or decrease. Pairs may be horizontal, vertical or diagonal.

46. Activity 5

47. Looking at Progression Consider: the milestones along the path of progression for percentages the related skills that are needed to be able to ‘do’ percentages Assign levels or grades to this progression with appropriate examples Where does problem solving fit into this progression?

48. GCSE Percentage Questions These questions are taken from 2010 GCSE specifications  Try the questions  Identify where these questions fit into the progression What are the implications for..?  Teaching and learning  Assessment

49. Looking at Progression Create additional resources that would help to teach or assess the key milestones identified in your progression