1. © Crown copyright 2008 1 Subject Leader Development Meeting Summer 2008

2. Crown copyright 2007 1.2 Aims of the day To launch and become more familiar with the renewed Framework website and the interactive planning toolkit To identify priorities and continue to plan for the introduction of the new secondary curriculum for mathematics To consider the development of teaching and learning using a variety of resources

3. Crown copyright 2007 1.3 Structure of the day 0915 Session 1 What’s new in secondary mathematics? An introduction to Assessing pupil progress (APP) The renewed secondary framework 1030Tea/coffee 1100 Session 2 Developing teaching and learning at KS3 and 4 using the planning toolkit, ICT and other resources 1200Lunch 1250 Session 3 Identifying and developing rich tasks to enhance the curriculum and to address process skills 1415Tea/coffee 1430 Session 4 Next Steps Identifying priorities Planning for Y7 or Y9

4. Crown copyright 2007 1.4 Session 1 Objectives To be updated with current initiatives in secondary mathematics To brief subject leaders of the Assessing Pupil Progress (APP) programme To become familiar with the renewed secondary framework for mathematics

5. Crown copyright 2007 1.5 Starter There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. Tom is 2 years older than Ben. The combined ages of the two boys is equal to the combined ages of the two girls. Kate is twice as old as Sally. A year ago Tom was twice as old as Sally was then. How old are the children? Nrich.maths.org

6. Crown copyright 2007 1.6 What’s new …? Secondary National Curriculum Functional Skills Gateway 2 training Assessing pupil Progress (APP) Renewed secondary framework for mathematics and planning toolkit

7. Crown copyright 2007 1.7 Diplomas

8. Crown copyright 2007 1.8 Diplomas in Staffordshire – Phase 1 (September 2008) TamworthEast Staffs Chase Collegiate Construction Society, Health & Social development ICT Engineering ICT Belgrave QEMS Rawlett Wilnecote Woodhouse BEC Paget Blessed Robert Sutton John Taylor Kingsmead Cardinal Griffin

9. Crown copyright 2007 1.9 Diplomas in Staffordshire – Phase 2 (September 2009) MoorlandsEast Staffs Chase Collegiate Tamworth Business, Admin & Finance Hospitality ICT Engineering Creative & Media ICT Hair & Beauty Society, Health & Development Construction ICT Engineering Business, Admin & Finance Creative & Media Hair & Beauty Hospitality Manufacturing StaffordLichfieldNewcastle Society, Health & Development ICT Business, Admin & Finance Creative & Media Hair & Beauty Engineering Construction Business, Admin & Finance Society, Health & Development ICT Engineering Creative & Media

10. Crown copyright 2007 1.10 Functional Skills Existing Centres (Gateway 1) The CPD for these centres will consist of: An entitlement to 2 days CPD broken down into four modules, each module lasting a maximum of three hours. The materials will be available on line for subject leaders of English, mathematics and ICT to access and cascade to appropriate colleagues The 4 modules will build on CPD undertaken in 2007 and will complement the secondary framework training in English, mathematics and ICT by focusing on pedagogy, progression and assessment. New centres (Gateway 2) These centres will have an entitlement to 3 days CPD – one full day of face to face training and then access to the further 4 half day modules focusing on pedagogy, assessment and progression. QIA/SNS will be running the first training day during June and July. English, mathematics and ICT practitioners from schools will be invited to attend.

11. © Crown copyright 2008 11 Assessing pupils’ progress in mathematics

12. © Crown copyright 2007 12 Introduction to APP Objectives To obtain a flavour of the APP materials

13. © Crown copyright 2007 13 What is APP? APP is a structured approach to assessing pupils work in maths. It offers teachers: a structured way of producing a teacher assessed level a model for assessing pupils during everyday lessons the opportunity to use diagnostic information about pupils strengths and weaknesses to inform and improve teaching and learning.

14. © Crown copyright 2007 14 APP will support teachers in raising standards in mathematics by: strengthening ongoing teacher assessment, particularly by increasing talk about mathematics helping teachers link focused assessment to curricular target setting enhancing understanding of progression and strengthening teachers’ feel for NC levels focusing tracking of pupils’ progress on key areas of mathematics helping identify pupils who need additional support to overcome difficulties and secure progress using both planned and unplanned assessments in day-to-day lessons 3.2

15. © Crown copyright 2007 15 Overview of APP Flow diagram

16. © Crown copyright 2007 16 Focused Assessment Materials Focused assessment materials

17. © Crown copyright 2008 17 Assessment Packages

18. © Crown copyright 2007 18 Each assessment package includes: Each assessment package includes Detailed teaching notes for two session Resource materials for teacher and pupil Solutions and performance indicators for assessment activities Examples of pupil work to exemplify performance at targeted levels

19. © Crown copyright 2007 19 Assessment Package Y8 Shape Space and Measure

20. © Crown copyright 2007 20 Looking at evidence in pupil work For each piece of pupil work: Determine the level the pupil is currently working at. Discuss the evidence – look at what might be revealed from incorrect responses. Pinpoint the evidence for specific performance indicators – what pupils at this level are generally able to do in this activity Levels

21. © Crown copyright 2007 21 Using APP to raise standards Focused assessment ↓ Curricular targets ↓ Actions to achieve targets

22. © Crown copyright 2007 22 Planning for progression Strengthening subject pedagogy Providing personalised intervention Tracking pupils’ progress Formal assessment Strong senior and subject leadership Departments working collaboratively Secure self evaluation processes. APP

23. Crown copyright 2007 2.23 The Framework The framework for secondary mathematics The secondary mathematics planning toolkit The key stage 3 planning handbook Exploring the memory stick

24. Crown copyright 2007 2.24 The Framework Remember to look at the notes in task MS1 (p15) You have 10 minutes to explore the site, during that time make sure you find: Introduction to the learning objectives Revisions to objectives in Years 7, 8 and 9 Mathematical process and application

25. Crown copyright 2007 2.25 An effective scheme of work…. …aims to ensure that pupils have positive experiences of mathematics and make good progress by Setting out a teaching programme Outlining intended development in each unit of work Incorporating a variety of rich learning tasks

26. © Crown copyright 2007 26 Programme of studyThe Framework objectives Unit plan Algebra 3 Unit plan Algebra 5 Unit plan Algebra 4 Unit plan Algebra/ Geometry 2 Teaching calendar Unit plan Statistics 3 Unit plan Number 2 Lesson planning: - More consistent - Simpler - Quicker - More easily resourced

27. © Crown copyright 2007 27 The components of a scheme of work Your developing scheme of work Your developing scheme of work - Curriculum maps - Teaching calendars - Unit plans

28. © Crown copyright 2007 28 Adaptable templates Guidance on planning Developin g scheme of work Pedagogy and subject knowledge Ideas for rich tasks The Framework Curriculum informatio n Curriculum maps Teaching calendars Unit plans Curriculum maps Teaching calendars Unit plans Your developing scheme of work

29. Crown copyright 2007 2.29 Making the most of department time Think about how to use planning time most effectively: To facilitate effective collaborative planning, the meeting must be planned for and prepared by one or two colleagues Time is saved for all because shared ideas are captured in the unit for the long term and lesson planning/ resource preparation is quicker

30. Crown copyright 2007 2.30 A realistic plan that can be sustained Phase the developments Secure the support of your senior leadership Establish departmental routines

31. Crown copyright 2007 1.31 SLDM - Looking ahead Autumn 2008 Continuation of the Framework supported by the planning toolkit Improving the use of ICT and considering pedagogical approaches that can support planning for progression in the new curriculum. Considering materials developed through the ICT pilot: improving learning in mathematics alongside case studies of planning using pedagogies suited to the key processes in mathematics (3 rd November 2008 – am no charge, pm buy in) Spring 2009 Launching the revised Assessing Pupils’ Progress (APP) materials and handbook together with strategies to strengthen and create consistency in teacher assessment (4 th March 09 – all day £11 charge)

32. Crown copyright 2007 1.32 Developing teaching and learning at KS3 and KS4

33. Crown copyright 2007 1.33 Functional Skills The DfES defined functional skills as: The core elements of English, Mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate effectively and independently in life and at work 14-19 Education and skills: Implementation plan 2005

34. Crown copyright 2007 1.34 Points to consider Would your pupils be able to tackle this task? If not, why not? Which elements of the task would they find difficult? Where would this task go in your scheme of work? How would you approach this task? What teaching strategies will have to be used in order to ensure pupils have the skills to tackle tasks like this?

35. Crown copyright 2007 1.35 Session 4 Identifying Priorities and Next Steps

36. Crown copyright 2007 1.36 Session 4 Objectives To identify priorities for curriculum planning for Y7 or Y9 To identify next steps for your department

37. Crown copyright 2007 1.37 Identifying Priorities Identify key action points for your planning in either Y7 or Y9 considering: What? Who? When? Department time? Inset days? If you have consultant support, how could they be integrated into your actions? CPD implications? Either

38. Crown copyright 2007 1.38 Reviewing SoW Y7 or Y9 Review your existing Y7 or 9 SoW, considering: Which rich tasks will you use? Where will the rich learning tasks go? Yr groups? units? Which process skills are you covering/not covering? How will you organise documents etc.? Shared area? Can the teaching calendar be used to provide an overview? Are there any key events which can be put into the calendar? Can the Staffordshire SoW be utilised and incorporated? Can the interactive planning tool be used? Or