secondary national strategy
DESCRIPTION
Secondary National Strategy. Subject leader development meeting: Autumn 2007. Agenda. 9:00 – 10:50Thinking about change 11:05 – 1:00Planning for change 1:45 – 2:15Study Plus 2:15 – 3:00Results, RAISEonline 3:00 – 4:00 Updates Edulink Making Good Progress - PowerPoint PPT PresentationTRANSCRIPT
Secondary National Strategy
Subject leader development meeting: Autumn 2007
Agenda
9:00 – 10:50 Thinking about change11:05 – 1:00 Planning for change 1:45 – 2:15 Study Plus 2:15 – 3:00 Results, RAISEonline 3:00 – 4:00 Updates
Edulink Making Good Progress New KS3
Preparing for change
Objectives
• To consider forthcoming developments in mathematics
• To consider the implications for you and your learners
• To consider practical strategies for coping!
What’s New?
Do you know what changes arecoming for each Key Stage, and when?
Spreadsheet
Priorities!
Use the cards to make a diamond(or a suitably mathematical shape!)
Most urgent at the top, least at the bottom
Focus on Year 10
The 2-tier GCSE without coursework: • how is it different?• what needs to change in your
school?
2 minutes – find 3 points for each.
Looking at papers
Do you know it when you see it?
Could you write a markscheme?
Looking at papers: U&A
Strategy: multi-step questions, show working, select information
Communication: use vocab, use/describe properties, interpret diagrams & graphs, explain
Reasoning: give reasons, select facts, identify errors, compare & contrast, find differences & similarities, criticise, prove
Looking at papers: styleTrue/False/Iffy or Always/Sometimes/NeverFill in (table, cards, sentences)Match (cards, values, statements…)Order (cards, values, statements)Spot the error (method, reasoning)Compare & contrastAnswer + reasonProof (algebraic/geometric/vector)
Looking at papers: problems • answering a variation on the question• no/disorganised working out• poor use of vocab/use of txt spk• brief/vague/shot-in-foot responses• insufficient mathematics in responses• general statements rather than specific to
question • not familiar with style of question
Success For All – N6
Step 1: one problem each, work it outStep 2: mark student response, find
errors, give advice (even if correct)Step 3: how do you decide when a
problem is/is not direct proportion?Step 4: sort cards – direct prop or not,
create & solve your own problemsStep 5: can you think of any other
contexts?
Where are we now?
Self-evaluation sheet
What are your priorities for Y10?
Finstall
Making it happen
KS4 planning toolkit CD
Department planning (SLDM CD)
Standards Unit ‘Success For All’ box
‘Thinking Through Mathematics’ folder
Have we got a video?
Story of a department planning a unit of work together as a result of observing C-grade Y10 pupils working.
Have we got a video?
The school serves a mixture of private & council housing including some commuting from inner London. There is a larger than average SEN intake. Staffing has been an issue. Subject leader (Ashley) has designated 2nd in dept (Lizzie) to work with consultant (Ruth) to lead this.
Barriers
What happens in your department meetings?
Who controls the agendas?
Where are the ideas?
Start with ones you’ve used before…
Always, Sometimes, Never
advantages/disadvantages??
Thinking Through Maths Unit 18 – Using Zero as a place-holder
How does this support understanding?Can you extend it for more able
students?
Thinking Through Maths Look in section 3
cpd – section 3 pages 6 to 8T&L sessions – section 4 pages 4 to 6
Impact!
How will planning collaboratively and the incorporation of richer activities impact on
• your staff,• your students?
Impact for students!
apply in unfamiliar contexts
be independent
evaluate
reason logically
interpret
analyse
reflect
communicate mathematically• verbally • with representations
generalisepattern-seek
explain
Impact!
Depth rather than breadth of activitiesTransferable understanding rather
than temporary skills and algorithmsDifferent curriculum rather than more
Referenced in:New KS3 & KS4 PoS… New GCSEs… Functional Skills… Study Plus…
Study Plus
Aims of Study Plus
• To accelerate the progress of pupils who are not on track to attain Grades C in English or mathematics but may have the potential to do so
• Support pupils’ motivation and learning in relation to English, mathematics and other subjects
• Strengthen key areas of weakness in literacy and numeracy• Have a positive impact on attainment in two or three more GCSE subjects through the application of literacy and numeracy skills in context
Who is it for?
Our target group of pupils are:• Pupils who are not on track to attain grade
C in English or mathematics but have the potential to achieve at this level
For example:• Pupils who end KS3 on level 4 or at a low
level 5 in mathematics and/or English• Pupils predicted by teacher assessment in
the latter part of Year 9 to attain grades D or E at GCSE.
Key features of Study Plus
• Study Plus is a 5-6 term programme that is timetabled during the school day for at least two lessons a week – typically pupils opt for it as part of the school’s option programme
• The approach is flexible; it does not follow a set syllabus
• Study Plus is planned as a sequence of around 20 English or mathematics units or a mixture of the two – each unit lasting 3-4 weeks
• Teaching in each unit is focused by a cluster of curricular targets that have been identified as relevant to the group and individuals by using the English and mathematics progression maps
• The teaching is designed specifically to meet pupils’ learning needs. There is support for the Study Plus teacher through training and materials
• Pupils’ learning is supported by another adult e.g. a teaching assistant or learning mentor who is attached to the group
Key features of Study Plus (contd)
What’s in it for the pupils?
• First class teaching that helps them with essential areas of English and mathematics learning that they find difficult
• Support for their learning that can improve their work and chances of getting good grades in other GCSE subjects
• Topics or themes which are designed to interest and motivate them as well as to meet their learning needs
• Quality time from a TA who takes an interest in them and who will help to review progress and plan future success
Waves of intervention model
Wave 3Additional
highly personalised interventions
Wave 2Additional interventions
to enable children to work at age related expectations or above
Wave 1Inclusive quality first teaching for all
Study Plus pilot main findings from year 1 evaluation (1)• Leadership and management of Study
Plus was outstanding or good in the great majority of schools visited.
• Learning and teaching was outstanding or good in about three quarters of the schools visited.
• More than half of the pilot schools are already confident to report a positive impact on pupil progress in English and mathematics
Study Plus pilot main findings from year 1 evaluation (2)• Around half of the pilot schools are already
confident to report a wider positive impact on pupil progress across the curriculum
• All LAs report that Study Plus is associated with a wide range of improvements in learning and teaching. The response to Study Plus from both teachers and pupils has been predominantly positive.
• The great majority of LAs have provided good support to the Study Plus pilot schools
Study Plus
Improved confidence and self-esteem Improved performance Improved learning and teaching
Study Plus update
• Positive evaluations of first pilot year• Pilot continues with 127 schools• 420 Study Plus schools altogether
including non-pilots starting with Y10 last month
• Study Plus Handbook available to order or on web at:
http://www.standards.dfes.gov.uk/secondary/keystage4/respub/studyplus
Schools doing Study Plus
• Blessed Edward• Bishop-Perowne• Haybridge• Pershore (English)• South Bromsgrove• Christopher Whitehead
Planning for Study Plus - Key Decisions:
What kind of approach?
• Study Plus English • Study Plus mathematics • mixture of Study Plus English and Study
Plus mathematics?
Planning for Study Plus - Key Decisions:
Where does Study Plus fit into the curriculum / timetable?
• option block?• existing non-GSCE curriculum time?
Planning for Study Plus - Key Decisions:
Who will teach Study Plus?
• which teachers?• which teaching assistants / mentors?• budget considerations?• timetabling issues/
Planning for Study Plus - Key Decisions:
How will the pupils be identified?
• FFT / CAT data etc.?• Teacher assessment?• Knowledge of individual pupils?• Consultation with parents?
Planning for Study Plus - Key Decisions:
When do these decisions need to be made?
Briefing for schools intending to run Study Plus next year-
Thursday 7th February- 9.00-12.00Finstall Centre
Provisional results 2007
Improvement in English but 1 ppt fall in mathsKS3
Source: KS3 National Curriculum Assessments SFR
Coverage: All pupils
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75
80
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1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007prov
% o
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English Maths
2007 resultsEnglish: 74Maths: 76
Source: KS3 National Curriculum Assessments SFR
Coverage: All pupils
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50
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Source: KS3 National Curriculum Assessments SFR
Coverage: All pupils
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% p
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S3
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07
Worcestershire KS3 results – provisional data
L5+2005
L5+2006
L5+2007
L6+2005
L6+2006
L6+2007
Eng
75 74 75 39 36 33
Ma 76 78 77 55 60 57
Sci 72 76 75 42 44 42
ICT 74 72 79 25 26 31
Worcestershire KS4 results – provisional data
2005 2006 2007
5A*-C 55.5 57.5 62.8
5A*-C inc Eng &Ma
43 43 48.9
Race Relations (Amendment) Act 2000
General duty to:• eliminate unlawful racial
discrimination• promote equality of opportunity• promote good relations between
people of different racial groups
Aims to:
• Create a positive atmosphere and a shared commitment to valuing diversity and respect difference
• Involve everyone in challenging and preventing racism and discrimination
• Meet all pupils` needs, encourage them to reach their full potential and raise educational standards
• Take specific action to tackle any differences between racial groups in terms of their attainment levels and progress, in the use of disciplinary measures against them
Do you know?
• If you have a race relations section in your dept handbook?
• If so, is it relevant and up-to-date?• The progress of any E.A.L. pupils in maths?• What specific help is available for E.A.L.
pupils in your school? e.g. visual aids, dual language cards, T.A. support etc. Do you need to take any action now?
Updates
Edulink
Edulink
What is it? The replacement to wgflWhere is it? www.edulink.networcs.netHow is it different? Search facilities Fewer ‘zones’ (left hand side of wgfl)
PowerPoint
Making Good Progress
A consultative document
‘seeking to open up debate about options to build upon improvements in schools in recent years, and develop even better ways to measure, assess, report and stimulate progress in out schools – so
that every child develops at the best pace and no child gets left behind.’
Areas of focus
The document explores what a stronger focus on individual pupil progress might mean in terms of:
• assessment for learning, and testing for progress,
• personalised teaching and learning to support progressions,
• targets at school and national level.
What does this mean for schools?
• Pilot of single level testing at KS3 pilot currently underway.
• Pilot of individual tutoring for pupils who have started a key stage below national expectations
• Impact on performance targets at KS3 from 2009
• Making Good Progress series
New ‘slow movers’ document
• Focused on ‘slow movers’ identified in terms of conversion from L4 at KS2 to L5 at KS3 in English & maths.
• A relatively small sample of schools, 14 for KS3.
• Focused discussions with Year 8 and Year 9 children in KS3
• Discussions with head-teachers, subject leaders & teachers
• Samples of pupils’ work and teaching plans were examined.
Obstacles toprogress at KS3:
Had difficulty identifying related facts from known number facts
Viewed decimals, fractions and percentages as different and unrelated
Were better at adding and multiplying mentally than subtracting and dividing
Found algebra difficult and did not expect ever to be able to understand it
What KS3 children
need in maths:
Explicit teaching to help them see and use relationships and links in mathematics
Time to talk about and explore the links in related mathematical ideas
Opportunities for concept mapping to review previous learning for a topic or an area of mathematics and explore the links
Modelling by the teacher and other pupils of different ways to approach a problem or mathematical enquiry
Where can I find them?
Edulink: Mathematics Web links Making
good progress.
www.teachernet.gov.uk
www.standards.dcsf.gov.uk
New Secondary Curriculum
Aims of the New Secondary Curriculum
The curriculum should enable all young people to become:
• successful learners who enjoy learning, make progress and achieve
• confidential individuals who are able to live safe, healthy and fulfilling lives
• responsible citizens who make a positive contribution to society
Role of the National Strategy
• Briefings for English, mathematics, science, ICT and B&A secondary consultants (Jan/Feb 2008)
• Materials for Subject Leader Development Meetings (SLDMs) in spring 2008
• Revised frameworks for English, mathematics, science and ICT (phased development – Jan, April and Sept 2008)
• Guidance on the contribution of SEAL to the development of successful learners (spring 2008)
New Secondary Curriculum – LA briefings
Strategy Managers and Headteachers27th February – highs, specials (pm)5th March – middles (am)7th March – ICT SLDM (all day)11th March – English SLDM (all day)12th March – Science SLDM (all day)13th March – Maths SLDM (all day)
The revision of the secondary frameworks
The aims of all four frameworks are to:• increase rates of progress (e.g. the
proportion/numbers of pupils making two levels of progress across Key Stage 3)
• improve progression from Key Stage 2 to Key Stage 4
• improve the levels of attainment at Levels 5 and 6 at end of Key Stage 3, and A*–C at GCSE.
Foundation Subjects
CfBT in partnership with Subject Associations:
• Will support schools to develop effective practice in the delivery of the new secondary curriculum for all other subjects.
• Through regional training events and online support – Jan-April 08