Numeracy Coordinators Heads of Mathematics

Numeracy Coordinators Heads of Mathematics : Numeracy Coordinators Heads of Mathematics October 2005

Aims : Aims To provide advice and guidance to Numeracy Coordinators and Heads of Mathematics on current issues in education. To familiarise participants with the processes of Self-Evaluation and the tools available to implement these processes. To share good practice in the use of data to support improvement in the teaching and learning of numeracy/mathematics. To provide advice and guidance on current mathematics specific issues.

Agenda : Agenda 09.30 Introduction 09.35 Information Update 10.15 Evaluation of numeracy to date 10:30 Coffee 11.00 The Self-Evaluation Process for Numeracy Whole School Level Departmental Level Classroom Level Setting Targets for Pupil Improvement 13.00 Lunch 13.45 Where to next for mathematics? 15.30 Evaluation and Close

Slide4 : In times of change, learners will inherit the earth, whilst the learned will find themselves beautifully equipped to deal with a world that no longer exists. Hoffer

Slide5 : School Development Plan Performance Review Staff Development

Legislative Schedule of Implementation : Legislative Schedule of Implementation

Slide7 : Programme for Non-Specialist Teachers of Mathematics New Models Of Inspection Chief Inspectors Report CASS Support 2005-2006 Other Issues more more more more

Evaluation to Date : Evaluation to Date Post-Primary Record of Numeracy Development Evaluation of participation in the Numeracy Strategy

Slide9 : COFFEE

Slide10 : Some schools are better than others Better means ‘more effective’ Effective means outcomes Outcomes can be measured Measures can be costed Value for money can be calculated The market will decide The “Political” Agenda

A Culture of Self-Evaluation : A Culture of Self-Evaluation Together Towards Improvement (TTI) Evaluating Mathematics Improving Mathematics The Reflective Teacher www.deni.gov.uk/inspection_services

The Reflective Teacher : The Reflective Teacher Why evaluate your work? (2.1) Did I make a difference today and how do I know? (2.13) How do I continue to improve my work through self-evaluation? (2.2)

Professional Competencies : Professional Competencies Knowledge of the needs, abilities and aspirations or your pupils Planning for improvement Teaching and learning strategies Classroom management Monitoring and evaluation of learning

PLANNING FOR IMPROVEMENT : PLANNING FOR IMPROVEMENT Being well prepared for lessons is essential to ensure effective teaching and learning. What constitutes good planning? Effective classroom planning should reflect your overall knowledge of: ……

Slide16 : Your pupils’ previous learning experiences and achievements; The range of abilities and different learning styles within your class; The need for an appropriate match of work to the level of ability of your pupils; Aspects of teaching and learning across the curriculum; The aims and objectives of the school.

Slide17 : And include: Progression in the learning opportunities Appropriate learning outcomes ….. Relevant success criteria …. Short clear statements of what you want the pupils to learn Appropriate variety of teaching strategies Activities to motivate and challenge the pupils … effective range of resources, including ICT ….how the learning is to be monitored and evaluated …. Reference to whole-school or departmental planning

Monitoring and Evaluation of Learning : Monitoring and Evaluation of Learning Evaluation of your lessons should help to inform and guide subsequent planning, teaching and learning. How do you undertake an evaluation of the learning taking place?

The evaluation of your lessons should: : The evaluation of your lessons should: Make honest judgements about how well the intended learning outcomes of the lesson were realised; Use a range of formal and informal assessment procedures to measure the progress which your pupils are making; Use the outcomes of your assessment procedures and evaluations to help you plan for future lessons.

Knowledge of the Needs, Abilities and Aspirations of Your Pupils : Knowledge of the Needs, Abilities and Aspirations of Your Pupils … build confidence and encourage pupil motivation and commitment; Provide a range of work which sensitively respects differences in ability; Involve the pupils in their own target setting; Seek specialist support, when appropriate, to meet pupils’ individual needs.

Slide21 : Data provided by the Primary School

Slide22 : Gather more data to provide a broader picture

Slide23 : …..create an even broader picture by adding CAT scores.

Slide25 : Correlation = 0.882305

Slide26 : Verbal (Low/Low) Quantitative (Low/Low) Consider the pupils in these 2 groups. Are some students in both groups? Have these pupils been identified by the SENCO? Would these pupils form an appropriate target-group?

Slide27 : Quantitative (High/High) Verbal (High/High) Consider the pupils in these 2 groups. Are some students in both groups? Have these pupils been identified as ‘high fliers’ or potentially ‘gifted’? Would these pupils form an appropriate target-group?

Slide28 : Quantitative (Low/High) Verbal (Low/High) Consider the pupils in these 2 groups. Are some students in both groups? What can you say about the potential of the pupils in these groups? Would these pupils form an appropriate target-group?

Slide29 : Quantitative (High/Low) Verbal (High/Low) Consider the pupils in these 2 groups. Are some students in both groups? What can you say about the potential of the pupils in these groups? Would these pupils form an appropriate target-group?

Where are the differences? : Where are the differences? Consider the pupils in the High Quantitative /Low Non-Verbal What does the data tell you about these pupils?

How do we make a difference? : How do we make a difference? What strategies would you need to employ to enable these pupils to achieve their potential? Balance between verbal and quantitative materials and strategies used. ….

LUNCH : LUNCH

Slide35 : Units of Work for Key Stage 3

KS4 – Pilot of 2-Tier GCSE : KS4 – Pilot of 2-Tier GCSE Structure of the 2-tier system Coursework - more or less? - Key Skill / AON more

E-Learning Agenda : E-Learning Agenda Use of ICT in the mathematics classroom – including use of your projector Communication by e-mail Use of websites Learning NI more

PRSD Objectives : PRSD Objectives 3 objectives relating to: Professional practice Pupil and Curriculum Development Personal and Professional Development

Evaluating the impact of numeracy development on learning and teaching in the classroom : Evaluating the impact of numeracy development on learning and teaching in the classroom 3 Key Questions – What have you done? What difference have you made? How do you know?

Evaluation of Work to Date : Evaluation of Work to Date Please complete and return your school evaluation of the Numeracy Cohort Programme.

Slide41 : Support by e-mail from: maggi_clifford@welbni.org michael_burns@welbni.org Support on-line at: www.welb-cass.org

CLOSE OF DAY : CLOSE OF DAY THANK-YOU

Slide43 : In most classes teaching of maths is clear and rigorous Strengths outweighed weaknesses in lower ability classes Improved planning to bring about improvement Significantly greater emphasis on Mental Maths An increase in pupil interest in Maths Some improvement in standards of maths thinking Inspection evidence shows

Slide44 : In general they need more opportunities to discuss their mathematics, explore their ideas, develop their reasoning and acquire more independence in their work back Areas for Improvement

Slide45 : Focus on outcomes; Take a user perspective; Use impartial evidence, whenever possible; Disclose the criteria used for judgement; Have regard to value for money Align with the development work of a school Encourage self-evaluation Reduce the stress Quicker turnaround for written report New Models of Inspection

Slide46 : Increasing inclusion of the school’s self-evaluation Central focus on learning and teaching Central focus on standards Pastoral care In school for a shorter time Increasing management focus Teachers’ questionnaire Shorter reports New Models of Inspection

Slide47 : Cross Phase / Area Model Focus – how well are learners prepared for their post-16 pathway? Sample schools, FE and Training provision within a selected, geographical area back New Models of Inspection

The programme will be delivered and supported through four distinct elements and it is expected that participants will engage fully in all of these: : The programme will be delivered and supported through four distinct elements and it is expected that participants will engage fully in all of these: Three regional 1-day out-centre courses (substitute cover provided) Up to five local cluster meetings (2pm – 4.30pm approx, no substitute cover available) Participation in an online environment (instructions will be provided) Completion of a reflective journal.

Slide49 : Session 1: What Lies Ahead? Session 2: Make Numbers Make Sense Session 3: Give Your Pupils a Fair Chance Session 4: Get Into Shape Session 5: Don’t Go To Pieces With Fractions Session 6: How Do You Handle Your Data? Session 7: Make Time For Algebra Session 8: How Big Is It? (Perimeter/Area/Volume) Session 9: Looking Back – Looking Forward back

Support for Numeracy/Mathematics : Support for Numeracy/Mathematics Out-centre programmes ICT Inclusion E-mail Telephone CASS Website back

Slide51 : 2 Tier Pilot – Grades: Higher Tier – A* to D Foundation Tier – C to G Three Parts: Modular Test (40%) (Choice of 4 modules aimed at different levels) Final “Completion” paper (50%) Coursework, ONE task (10%)

Slide52 : Back

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