year 7 info evening presentation
TRANSCRIPT
How do we know what your child is capable of?
• Prior Attainment Predictions • Fischer Family Trust data (Band D)• 3 and 4 Levels of Progress (Core Subjects)• Target Grades• Teacher Assessment
All of these factors are used to make a ‘predicted grade’
Does diet matter?• Poor diets have a significant effect on a child’s;
– behaviour– concentration– learning ability – mood.
– Children with diets lacking in essential vitamins, minerals and essential fatty acids tend to perform worse academically, cannot concentrate and are more aggressive.
Diet• Children need a healthy, balanced diet, which is rich in fruit, vegetables and starchy foods.
• Five a day (five portions of fruit and vegetables).
• Breakfast- healthy start to the day.
• Are they drinking enough water throughout the day?
• Healthy balanced evening meal.
The figures:
• 92% of children consume more saturated fat than is recommended
• 86% consume too much sugar
• 72% consume too much salt
• 96% do not get enough fruit and vegetables
Sleep patterns• Teenagers are under pressure to be increasingly alert in the evenings due
to their social activities.
• Students need to be on site by 8.35am.
• Most teenagers sleep in at the weekend to try and catch up on their sleep
• 28% of high school students fall asleep in school at least once a week • Insufficient sleep correlates strongly with lower grades
• More than a quarter of teenagers report being too tired to exercise
• A lack of sleep in teenagers leads to irritability, anxiety and depression
Sleep• Bedtime routine and sufficient time for sleep: What can you do??• Teenager's sleep needs to be a priority.
– Sleep needs to be seen as more important than part time jobs, parties, using the PC and telephone late at night & extra-curricular activities.
• MINIMUM of nine hours in bed every night.
• In addition, you should have at least an hour before bedtime when use of the PC, watching television and talking on the phone are discouraged. Instead encourage your teen to enjoy relaxing activities like a warm bath, reading for pleasure or listening to (quiet) music. By bedtime your teenager should be relaxed and sleepy.
• Restrict caffeine intake. When did they have their last cup of coffee or cola?
Friendship groups• The key to success in any school.
• Friendships for teens are based on – Status– Common interests– Values– Personalities.
– This is an important change for parents to acknowledge. Parents are less likely to know their teenage children’s friends.
– Much of what you may know about their friends is second hand information through your teen or their siblings.
Outcomes
• 2014 Roding Valley High School
– 68.3% of students achieved 5 or more A* to C grades including English and Maths.
– Best ever results for the school.
Examination success
• Exercise books - presentation• File - dividers• Revision notes – throughout the year• Coloured highlighter pens• Exam question folders• Case Study folders
• Revision techniques
At home
• Music?• TV?• Computer?• Plan when homework is going to be completed• Check their diary• Keep on top of deadlines
• Get them reading (anything)
• Do not underestimate the power of parental influence, particularly when this is in partnership with the school
• Believe in your child’s potential, encourage them and make sure they are as prepared as they can be.
• ‘It’s funny, but the more I practise, the luckier I get.’
End word
• Ask your son or daughter what they are doing in their subjects.
• Don’t accept the usual response.
Frequently Asked Questions
• Settling in• Friendships / Bullying• Homework• Attainment • Keeping in contact with school
Anti-Bullying
• Bullying is the use of force, threat, or coercion to abuse, intimidate, or aggressively dominate others.
• The behaviour is often repeated and habitual.
How can parents support?
• Attendance / Punctuality• Newsletter / Website• Parent Mail• Parents Evenings• Supervision of Internet
“Do not overestimate parental support”
E-Safety Awareness• Facebook• Twitter• Instagram• Snapchat• BBM• What’s app
- A large amount of time spent by young people (and adults) on these sites every week
- As a school we recognise that and want to do all we can to keep the students safe
This is an internet instant messenger. You have to be connected to the internet but you can send free messages/videos/photosYou have a contacts list – which links with your phone contacts and Facebook.You have to accept/decline people and you can block people.
IF YOUR SON/DAUGHTER HAS THEIR MOBILE NUMBER ON FACEBOOK OR TWITTER THEN ANYONE CAN ADD THEM ON WHATSAPP. THE SITES ARE
LINKED!
Kik
A very similar application to whatsapp (originally whatsapp was made for iphones and kik all android)
It’s an instant chat messaging service run via an internet connection.
This is not linked with Facebook – you have to add contacts and have their number. You can block people.
The video is uploaded onto a site that allows everyone/anyone to view your ‘keek’ in a similar way to youtube.
Keek is a free online service that allows its users to upload video status updates, which are called "keeks". Users can post keeks to the Keek website using a webcam or via the Keek mobile apps Users can also reply back with text or video comments, known as "keekbacks", and share content to other major social media networks. There is also an embed option so users can embed their keeks into a blog or website.
Using the application, users can take photos, record videos, add text and drawings, and send them to a controlled list of recipients. These sent photographs and videos are known as "Snaps". Users set a time limit for how long recipients can view their Snaps (as of April 2014, the range is from 1 to 10 seconds), after which they will be hidden from the recipient's device and deleted from Snapchat's servers.
Twitter is an online social networking and microblogging service that enables users to send and read short 140-character text messages, called "tweets". Registered users can read and post tweets, but unregistered users can only read them……..
@RVHSTeam
#greatschool
You can make your account private which will only allow people you accept to see your tweets but young people tend to want lots of followers and want to be able to interact with everybody…….
Photography social network news feed.
Users ‘follow’ one another.
Can be linked to Twitter and Facebook.
# widely used – was the original purpose supposedly
Can be made secure, but your followers can see what you’ve been ‘liking’ and who you’ve started ‘following’ and you can see what they have been doing…………
Online social networking site. You can make your account private, but you do have to keep updating security settings.
Friends of friends of friends of friends is where the problems can lie.
‘Checking in’ can be dangerous as it provides a map of where to find you!
Just as you should for any social media…………..
What the students are told• Students are regularly reminded about the dangers of using these sites
and disclosing personal information
• Check the privacy settings
• Do not accept anyone as a “friend” that you do not know
• Do you know who you are online with?
• Access these sites in a room where your parent / guardian can monitor you
• If you have any concerns then tell someone straight away
Roding Valley Rewards
Honours
Postcards
Trips
Clubs
Class ofthe
week/term
Pupilof theweek
Disco
Punctuality Attendance
QueueJumper
Y7 Passport
• Success in mathematics for every child• Close the attainment gap
A belief and a frustration
ARK Schools wanted a new maths curriculum to ensure that their aspirations for every child’s mathematics success becomes reality,
through significantly raising standards.
Mathematics Mastery
Schools
The connections
Best practice – national and international
Research findings and evidence
• Fewer topics in greater depth
• Mastery for all pupils
• Number sense and place value come first
• Problem solving is central
Curricular principles
Feedback
Problem solving and investigations give pupils the opportunity to demonstrate an in-depth understanding of
the topic.
The use of manipulatives and the focus upon explaining
promotes mathematical understanding.
They are the kind of tasks you would create if you
could spend a significant amount of time thinking
about the best way to approach teaching concepts to
students. Since teaching in a mastery style, I have really had to think about
my questioning which has improved my subject knowledge.
Why are we here?
“We know that no child is limited by their background and that by working hard all children can become
excellent mathematicians. ”
• The gap at age 10 between our strongest and weakest maths performers is one of the widest in TIMSS - with fewer of our pupils overall reaching the very highest levels
• The 10% not reaching the expected level at age 7 becomes 20% by age 11 and, in 2012, almost 40% did not gain grade C at GCSE
• Girls are less likely than boys to study maths beyond 16 and less confident about their ability overall
• Lower income pupils are falling behind in maths
Research shows:
Maths is not a measuring tool
“Mathematics education should be so much more than just passing exams and Mathematics Mastery will help us achieve this. We want every child to not just pass GCSE mathematics but pass with top grades and to leave our school with a love of mathematics. ”
Our shared vision
• Every school leaver to achieve a strong foundation in mathematics, with no child left behind
• A significant proportion of pupils to be in a position to choose to study A-level and degree level science, technology, engineering and mathematics-related subjects
What is necessary to make this vision a reality?
Sharedcurriculumframework
Online • Task banks• Assessments• Training• Videos• Blogs
In-school development
visits
Collaborativecluster
workshops
Lesson observation
toolsTraining
• Teachers• Leaders
Mathematics Mastery
Our approach
Language and communication
Mathematical thinking
Conceptual understanding
Mathematical problemsolving
You say: “The mathematics team is firmly committed to a problem solving approach which will equip our students for later life.”
Our approach: problem solving
What does it mean to teach through problem solving?
What does it mean to teach for problem solving?
Potential barrier 1: language and communication
CommunicateGeneralise
Represent
Mathematical problemsolving
Mathematics Mastery lessons provide opportunities for pupils to communicate and develop mathematical language through:
• Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout
• Modelling clear sentence structures using mathematical language
• Insisting on correct use of language – “I know what you’re trying to say” as start not end
• Talk Tasks
• Continuous questioning in all segments which give a further opportunity to assess understanding through pupil explanations
Mastering mathematical language
“Mathematics can be terrific fun; knowing that you can enjoy it is psychologically and intellectually empowering.” (Watson, 2006)
We believe that pupils should:
• Explore, wonder, question and conjecture• Compare, classify, sort• Experiment, play with possibilities, modify an aspect and see
what happens• Make theories and predictions and act purposefully to see what
happens, generalise
Mastering mathematical thinking
Mathematical thinking – you say
“By focusing on fewer topics whilst increasing their skills as independent learners (which fits fantastically with our whole school policy of collaborative learning) we will increase the confidence of a large majority of our students in their key mathematical skills.”
Potential barrier 3: conceptual understanding
CommunicateGeneralise
Represent
Mathematical problemsolving
What are manipulatives?
Language and communication
Mathematical thinking
Conceptual understanding
Mathematical problemsolving
Bar models
Dienes blocks
Cuisenaire rods
Multilink cubes
Fraction towers
Bead strings
Number lines
Shapes
100 grids
Problem solving using bar models!
• Pupils draw a visual representation of a word problem.
• Taught early on in the programme, using concrete and pictorial representations, in the context of the four operations.
• Pupils are then expected to use models for fractions, decimals, percentages, algebra, pie charts....
Let’s do some maths...
John
John’s brother
Solving problems with unknowns
John gives his brother three marbles.Now his brother has three times as many marbles as John.
Altogether they now have sixteen marbles.How many marbles did John have at the start?
16
3?
Conceptual understanding – you say
“Our aim is to teach for understanding, but realistically this is not happening in all classes all the time.”
“It is essential that all of our teachers aim for all our students to clearly understand a mathematical concept rather than simply learning the process.”
“I feel that the use of concrete manipulatives and a constant focus on problem solving will mean that students are much more able to understand mathematical concepts.”
Lesson structure
Ofsted outstanding: • Planning is astute • Time is used very well • Every opportunity is used to successfully develop crucial skills (inc. literacy and numeracy) • Lessons proceed without interruption• Appropriate independent learning tasks are set• Pupils are resilient, confident and independent • Well judged and often imaginative teaching strategies are used
Do Now
New learning
Talk taskDevelop learning
Independent task
Plenary
YOU DON’T ACHIEVE MASTERY BY CLIMBING...YOU ACHIEVE MASTERY
THROUGH DEPTH
MATHEMATICAL THINKING
UNDERSTANDI
NG
LANGUAGE
Representing Explain
ing
Connecting
Generalising
ComparingModifying
Justify
ing
CPA
Curriculum with problem solving at the heart
Maths learning in your school
What is consistent across the department? What happens in every lesson? What does ‘students’ work’ look like?
How are students supported to: •use language to reason and communicate with accuracy?•represent mathematical concepts and techniques? •make connections within mathematics? •make connections beyond mathematics? •think mathematically and solve problems?
Using data and evidence
Fine grain detailed data analysis on a question level and by national curriculum sub-levels are essential to ensuring that every student is
successful
The big picture is what’s important – the focus should be on the best way to teach the students, and the best way to teach the concept or technique, with their long term success in mind
‘Big picture’ data can tell us…
1) What the essential concepts and techniques are for students to succeed at A-level and beyond.
2) What the essential concepts and techniques are for students who might otherwise fall behind.
3) That these are the same!
4) The ‘habits of mind’ that students need to succeeda) in mathsb) in applying their maths
Work scrutiny
Half term 1Number sense
Half term 2Multiplication &
division
Half term 3Angle and line
properties
Half term 4Fractions
Half term 5Algebraic
representation
Half term 6Percentages & pie
charts
KEYHalf term topicBig ideaSubstantial new knowledge mastered
Year 7
Place value
Multiplication and division
Using scalesAngle and line properties
Area
Perimeter
Addition and subtraction
Algebraic notation
Calculating with fractions
Fractions, decimals and percentages
$248
$145
$345
Trey has $248. Evan has $345 more than Trey. Nikki has $145 less than Evan.
How much money do they have altogether?
Trey
Evan
Nikki
There are 372 daisies in a field. There are 206 more roses than daisies and 122 fewer tulips than roses.
How many flowers are in the field altogether?
Daisies
Roses
Tulips
Do Now
1
The three little pigs went shopping.
The first little pig spent £23 on a bundle of straw and a stack of wood.
The second little pig spent £35 on a stack of wood and a pile of bricks.
The third little pig spent £42 on a bundle of straw and a pile of bricks.
How much did each item cost (assuming the bundles, stacks and piles were the same size for each little pig)?
Can you represent this using bar modelling?
2
The three little pigs
First little pig
Second little pig
Third little pig
How does this help solve the problem?
Is there more than one way to solve this?
£23 £35
£42
630
250
There are 2000 pet owners at a pet convention. There are 630 cat owners and 250 more dog owners than cat owners, If the rest are rabbit owners, how many more dog owners than rabbit owners are there?
cat
dog
rabbit
2000
?
Mr Riviera spent $1300 while shopping. He spent $398 on a pair of shoes and $352 more on a suit than on the shoes. He spent the remaining money on 2 shirts. If the shirts cost the same, how much did Mr Riviera spend on each shirt?
shoes
suit
shirts?
Mr Lewis bought a dining table and 6 chairs for $1200. The table cost $300. What was the cost of 1 chair?
chair
table
chair
chair
chair
chair
chair
$300
$ 1200
A baker packed 180 cereal bars into 1 big box and 5 small boxes. If the big box contained 60 cereal bars, how many cereal bars did each small box contain?
Big box
small
small
small
small
small