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Stockport NCETM Grant Contact: Diane Jackson Stockport Primary Mathematics Consultant

Developing the understanding of progression in maths teaching by linking success criteria to Assessment for Learning. Stockport NCETM Grant Contact: Diane Jackson Stockport Primary Mathematics Consultant diane.jackson@stockport.gov.uk. Why...?.

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Stockport NCETM Grant Contact: Diane Jackson Stockport Primary Mathematics Consultant

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  1. Developing the understanding of progression in maths teaching by linking success criteria to Assessment for Learning Stockport NCETM Grant Contact: Diane Jackson Stockport Primary Mathematics Consultant diane.jackson@stockport.gov.uk

  2. Why...? In mathematics we often begin with an error and unpick misconceptions that led to it... • We wanted to investigate if using Success Criteria improves teaching and learning especially for the ‘invisible ‘child?

  3. Who...? For this project we selected Year 6 teachers from 12 schools in areas of disadvantage. • All schools identified their ‘invisible’ Year 6 children in mathematics using characteristics and behaviours described in the Primary Strategy ‘Keeping Up’ document.

  4. What...? • Success criteria materials have been developed for the Calculation strand of the Primary framework for Reception to Year 6 by a working party

  5. Next slides... • Selection of examples of how teachers might share success criteria with their children

  6. Steps for Success Check using DIMS To add decimals with up to 2dp Move one column to the left when carrying Check decimal points are lined up Add the hundredths column first Check digits are lined up in correct columns

  7. Next Steps... Each school will select a model of CPD to share the experience of the project teacher • All schools will be asked to consider the impact this has on the ‘invisible children’ and the barriers to learning identified in the Primary Strategy ‘Keeping Up’ document.

  8. Keeping Up-Pupils who fall behind in KS2 Pupil characteristics: • They were often girls • They were generally well behaved • They displayed a positive approach to learning • They lacked self confidence and viewed maths as either right or wrong • Their work was neat and set out in the required way

  9. Keeping Up-Pupils who fall behind in KS2 DfES ref. 00442-2007BKT-EN • They judged how good they were by the number of ticks and crosses in their books • They didn’t like answering question in whole class situations • They usually persevered with tasks • They lacked self help strategies, often depending on comparing work with friends • They put their hand up and waited, and didn’t mind if they didn’t receive attention

  10. EvaluationHow did the project support your professional development? Teachers share good practise using NCETM portal Final report evaluating project to be posted on website July 2008

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