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Secondary National Strategy

Secondary National Strategy. Subject leader development meeting: Autumn 2007. Agenda. 9:00 – 10:50 Thinking about change 11:05 – 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

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Secondary National Strategy

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  1. Secondary National Strategy Subject leader development meeting: Autumn 2007

  2. Agenda 9:00 – 10:50 Thinking about change 11:05 – 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

  3. Preparing for change

  4. Objectives • To consider forthcoming developments in mathematics • To consider the implications for you and your learners • To consider practical strategies for coping!

  5. What’s New? Do you know what changes are coming for each Key Stage, and when? Spreadsheet

  6. Priorities! Use the cards to make a diamond (or a suitably mathematical shape!) Most urgent at the top, least at the bottom

  7. 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.

  8. Looking at papers Do you know it when you see it? Could you write a markscheme?

  9. 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

  10. Looking at papers: style True/False/Iffy or Always/Sometimes/Never Fill in (table, cards, sentences) Match (cards, values, statements…) Order (cards, values, statements) Spot the error (method, reasoning) Compare & contrast Answer + reason Proof (algebraic/geometric/vector)

  11. 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

  12. Success For All – N6 Step 1: one problem each, work it out Step 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 problems Step 5: can you think of any other contexts?

  13. Finstall Where are we now? Self-evaluation sheet What are your priorities for Y10?

  14. Making it happen KS4 planning toolkit CD Department planning (SLDM CD) Standards Unit ‘Success For All’ box ‘Thinking Through Mathematics’ folder

  15. 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.

  16. 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.

  17. Barriers What happens in your department meetings? Who controls the agendas?

  18. Where are the ideas? Start with ones you’ve used before… Always, Sometimes, Never advantages/disadvantages??

  19. Thinking Through Maths Unit 18 – Using Zero as a place-holder How does this support understanding? Can you extend it for more able students?

  20. Thinking Through Maths Look in section 3 cpd – section 3 pages 6 to 8 T&L sessions – section 4 pages 4 to 6

  21. Impact! How will planning collaboratively and the incorporation of richer activities impact on • your staff, • your students?

  22. Impact for students! be independent analyse reason logically interpret pattern-seek generalise apply in unfamiliar contexts reflect explain • communicate • mathematically • verbally • with representations evaluate

  23. Impact! Depth rather than breadth of activities Transferable understanding rather than temporary skills and algorithms Different curriculum rather than more Referenced in: New KS3 & KS4 PoS… New GCSEs… Functional Skills… Study Plus…

  24. Study Plus

  25. 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

  26. 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.

  27. 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

  28. Key features of Study Plus (contd) • 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

  29. 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

  30. Waves of intervention model Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable children to work at age related expectations or above Wave 1 Inclusive quality first teaching for all

  31. 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

  32. 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

  33. Study Plus Improved confidence and self-esteem • Improved performance • Improved learning and teaching

  34. 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

  35. Schools doing Study Plus • Blessed Edward • Bishop-Perowne • Haybridge • Pershore (English) • South Bromsgrove • Christopher Whitehead

  36. 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?

  37. Planning for Study Plus - Key Decisions: Where does Study Plus fit into the curriculum / timetable? • option block? • existing non-GSCE curriculum time?

  38. Planning for Study Plus - Key Decisions: Who will teach Study Plus? • which teachers? • which teaching assistants / mentors? • budget considerations? • timetabling issues/

  39. 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?

  40. 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- 9.00-12.00 Finstall Centre

  41. Provisional results 2007

  42. Improvement in English but 1 ppt fall in maths KS3 2007 results English: 74 Maths: 76 Source: KS3 National Curriculum Assessments SFR Coverage: All pupils

  43. 2007 LA attainment at KS3 maths Level 5+ Source: KS3 National Curriculum Assessments SFR Coverage: All pupils

  44. KS3 maths Level 5+ : Differencebetween 2006 and 2007 results by LA Source: KS3 National Curriculum Assessments SFR Coverage: All pupils

  45. Worcestershire KS3 results – provisional data

  46. Worcestershire KS4 results – provisional data

  47. RAISEonline RAISEonline

  48. 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

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