Interacting with Year 8

1. Interacting with Year 8

2. Objectives • To explain the purpose and use of the Year 8 materials • To explore the mini-pack on handling data and consider effective ways of using the materials OHT 1.0

3. Interacting with mathematics in Key Stage 3: aims To support mathematics departments in: • planning for teaching that engages and challenges pupils • developing mathematical reasoning in pupils OHT 1.1a

4. Interacting with mathematics in Key Stage 3: aims The mini-packs are designed to: • encourage a fresh look at the mathematics itself • suggest imaginative activities for promoting mathematical talk • gather useful resources on which teachers can draw • stimulate new approaches OHT 1.1b

5. Features of the mini-packs • Focus on key mathematical ideas and thinking • Based on the Year 8 teaching programme • Mathematical activities to engage and challenge • Focus on teaching strategies OHT 1.2

6. Departmental meetings

7. Objectives • To reflect on current teaching of handling data in Y8 in the department • To consider pupils’ responses to test questions and the implications for teaching and learning • To explore how the sample unit fits into the plan for the year and how it is organised to address the objectives • To examine the unit in more detail including some of the data filesprovided. OHT 1.0

8. Height in cm Less than 140 140£h<150 150£h<160 160£h<170 170£h<180 180£h<190 190£h<200 200 or more Total number of males 4 26 68 109 89 40 9 0 Hypothesis 2: Males who cycle to school are taller than those who don’t Data set B OHT 1.3a

9. Height in cm Less than 140 140£h<150 150£h<160 160£h<170 170£h<180 180£h<190 190£h<200 200 or more Males who cycle 2 3 20 34 23 11 1 0 Hypothesis 2: Males who cycle to school are taller than those who don’t Data set B OHT 1.3b

10. Height in cm Less than 140 140£h<150 150£h<160 160£h<170 170£h<180 180£h<190 190£h<200 200 or more Total number of males 4 26 68 109 89 40 9 0 Hypothesis 2: Males who cycle to school are taller than those who don’t Data set B 2 3 20 34 23 11 1 0 cycle OHT 1.3a

11. Aims of meetings • Review current approaches in the department. • Consider strengths and weaknesses in pupils’ learning – particularly in interpreting data and drawing inferences. • Examine teaching styles and consider how pupils can be actively engaged. • Explore a sample unit and related data files from the KS3 mathematics strategy. • Consider how to use these materials.

12. Departmental work on handling data • What do we currently do in Y8? • What goes well with different groups? • What goes less well?

13. Reflect upon • The objectives emphasised in our current planning • The strengths and weaknesses in terms of pupils’ learning

14. Specify the problem and plan evaluate results Collect data from a variety of sources Interpret and discuss data Process and represent data Data handling cycle OHT 1.4

15. Key Features of HD mini-pack • The unit addresses the handling data cycle in a novel way, placing the main focus of teaching on interpretation and inference. • The whole HD cycle is made explicit to pupils through the structure of the unit. • The stages of the cycle are developed in the main parts of the lessons and revisited as starters in subsequent lessons.

16. Key Features of HD mini-pack • Aspects of collecting data are considered as part of each main teaching section. • The plenary is used to refocus on the HD cycle. • The unit represents six hours of lesson time. • The objectives of the unit are listed on page 5 and referenced by letter in the unit plan.

17. Handling data departmental meeting 2

18. Objectives • To examine teaching that engages the whole class in discussing and interpreting data and drawing inferences. • To review current teaching approaches in the department, identifying changes that can be made and how they can be supported. • To decide on practical steps needed to implement the unit, including adaptations to the materials to meet the needs of different groups of students. • To discuss any general implications for the work of the department.

19. Key points from last meeting • Pupils often encounter difficulties in handling data, such as reading scales, solving problems with several stages, interpreting data and explaining their reasoning. • The sample unit addresses the whole of the data handling cycle, placing emphasis on the weaker aspects. For example, the collection of data is addressed in an efficient way, so that more time can be given to interpretation.

20. Specify the problem and plan evaluate results Collect data from a variety of sources Interpret and discuss data Process and represent data Data handling cycle OHT 1.4

21. Plans for this meeting As department we will: • consider what the sample unit offers in terms of teaching style and interaction, to develop pupils’ thinking skills\and help them to use and apply mathematics; • identify practical steps toward implementation • reflect on general implications for our department.

22. Purpose of departmental meetings The purpose of the two departmental meetings is to: • review current approaches to handling data in the department • consider strengths and weaknesses in pupils’ learning, particularly in interpreting data and drawing inferences • examine teaching styles and consider how pupils can be actively engaged • explore the sample unit of work and the related data files • consider how to use the materials OHT 1.5

23. Meeting notes Each set of notes are designed in a structured way: • to get maximum benefit from the time available • to minimise the time spent in preparation

24. Video • How does it compare to our teaching? • In what ways might we adapt our teaching? • Will this be different for different groups of students?

25. Objective (M R) • To explore the mini-pack on multiplicative relationships and consider effective ways of using materials OHT 2.0