1. © Crown copyright 2005 Session 1: Reviewing progress and leading change for improvement

2. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.1 Crown copyright statement The content of this presentation may be reproduced free of charge by schools, local education authorities and ITT providers 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. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. 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. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk

3. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.2 Aims for the session To review and share successful developments in leadership and management To give subject leaders an overview of the subject leader development sessions so far To consider the impact (both short-term and long-term) of the key messages To support planning for further implementation of departmental priorities

4. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.3 Developing subject leadership Our aim is to keep you up-to-date with the National Strategy, to help you make best use of the wealth of materials already published, and to support you in your crucial work of leading changes with colleagues in your department.

5. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.4 A starting point Look two to three years into the future. What legacy do you want for your pupils in mathematics by the end of Year 11?

6. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.5 OFSTED report: 14 - 19 One of the ‘most significant contributions’ to high achievement: Teaching that focuses on developing students’ understanding of mathematical concepts and enhances their critical thinking and reasoning, together with a spirit of collaborative enquiry that promotes mathematical discussion and debate.

7. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.6 OFSTED report: 14 - 19 Factors which ‘acted against effective achievement, motivation and participation’: Teaching which presents mathematics as a collection of arbitrary rules and procedures, allied to a narrow range of learning activities in lessons which do not engage students in real mathematical thinking.

8. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.7 OFSTED report: 14 - 19 Factors which ‘acted against effective achievement, motivation and participation’: A narrow focus on meeting examination requirements by ‘teaching to the test’, so that although students are able to pass the examinations they are not able to apply their knowledge independently to new contexts, and they are not well prepared for further study.

9. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.8 To engage pupils, we need to provide a curriculum that: relates and appeals to adolescent learners develops flexible mathematicians recognises that pupils at all levels can think mathematically provides rich learning tasks invites pupils’ contributions values pupils’ prior learning

10. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.9 Card Sort Activity 1 Place each of the ‘thumbnail’ cards from handout 1.2 in the correct position on the Venn Diagram (handout 1.4)

11. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.10 Classifying the sessions Leadership Role Developing pedagogy Planning and curriculum development

12. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.11 Card Sort Activity 2 Place each of the ‘thumbnail’ cards from handout 1.2 in the correct position in the Carroll Diagram (handout 1.5)

13. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.12 Classifying activities High Priority Lower Priority Used Not Used

14. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.13 The Bigger Picture Departmental Improvement Plan School Improvement Plan

15. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.14 The Bigger Picture Departmental Improvement Plan School Improvement Plan Audit Data Self-Evaluation Specific Departmental Priorities Mathematical Priorities: Big ideas, unit planning, progression and tracking… Subject Leader Development Meetings Monitor, review and revise SIPSEF Whole School Initiatives

16. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.15 Successful developments For a planned activity, consider: Is the intended outcome clear, and shared? Are the actions clear, and agreed? Do the participants have the necessary skills? Are the required resources (including time and money) in place? Have you identified any support required?

17. Secondary National Strategy Mathematics © Crown copyright 2006 Slide 1.16 Aims for the session To review and share successful developments in leadership and management To give subject leaders an overview of the subject leader development sessions so far. To consider the impact (both short-term and long-term) of the key messages. To support planning for further implementation of departmental priorities