Mathematics Specialism Day 1 of 2 Mon 27th Oct 2012 Gill Haysham

The Maths Programme Day 1 Autumn Day 2 Spring Depth of Provision, subject/phase specific inclusion, interventions and differentiation Day 2 Spring Breadth, progression, cross-curricular, independent learning, AfL

Specialism Outcomes Understand the principles of subject/ phase-specific differentiation and inclusion Have a good understanding of assessment in their specialist subjects or age group Have a good understanding of the impact of the context on the planning and delivery of specific subjects across the curriculum Have clearly defined personal targets in their specialisms to carry forward into the NQT year

Key features of Assessment Assessment for learning: Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Day-to-day Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Periodic (APP) The learner is at the heart of assessment Comment that teachers can get close up to pupils’ particular progress in day-to-day assessment (what we call AfL). There can be an immediate pay-off in terms of adjustments to teaching and through dialogue with pupils. Periodic assessment offers an opportunity for pupils to get a fuller picture of their progress across key aspects of the subject and to identify areas for improvement (curricular targets) through dialogue with their teacher. Transitional forms of assessment (examinations, end of year and key stage tests etc.) are much more about putting pupils’ achievements ‘on public view’. Note: Explain ‘transitional’ in terms of this being assessment that marks a transition from one year to the next, one key stage or school to the next, etc. The key message here is that a school that is going to support the progress of all of its pupils will need to have in place processes and systems of assessment that combine: AfL that feeds directly into teaching and learning; periodic assessment (i.e. APP) offering a ‘standing back’ view – which contributes to summative assessment (assessing what level; what progress within a level); and to sound diagnostic information that can inform future planning (using the Frameworks). Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources Transitional

Tools for the task: APP Assessment Criteria [A3] Assessment guidelines [A4] Criteria for making judgements are grouped by assessment focus Making a judgement resources are suggested process of arriving at an overall level – professional judgement is needed – is not an exact science and no mathematical formula Start with a sample group of children Then progress as rapidly as possible to using APP criteria for every pupil as they are expressed on the A3 Level 1-8 format. ‘Usually with Support’: Supporting learning is an important aspect of teaching at any stage. By scaffolding learning the teacher helps learners face the challenges of new ideas and skills, perhaps by breaking down the task into more manageable elements, leading the learner through an activity step by step, or by completing part of the task for them in order to allow the learner to concentrate on other aspects. As learners grow in confidence, teachers decrease the amount of support offered until children are completing a task independently and applying learning. In general, it is the independent skill that we assess, but if only independent achievement is recognised, in the early stages of learning, significant milestones of progress would be missed. For children working at or near level 1 their competence and confidence is developed through support. Assessment criteria need to recognise these aspects of performance.

The APP approach Collects together: children's work any other evidence assessment guidance materials Standards Files Identify borderline for attainment target Look through the work for each AF until confident with the criteria that are ‘best fit’ Evidence… Balance of: recorded and remembered end-product and work in progress work / note / conversation / observation / photo etc independence and choice Highlight applicable AF criteria and tick the level-related box for each Refer to National Curriculum level descriptors An alternative way of representing the same process. Evidence videos on PF – use of wanted at any point Assessment>assessing pupils progress>what are assessment focuses?>reading (bottom of page) and maths (bottom of page) Gathering evidence sheets Make an overall level judgement

CAPTURE ASPECTS ON TARGET SHEET Your child Talk about a child that you might identify needs further support: Who are they? (First names only) What are they like? What can they do? What do they find ‘tricky’ In any learning In mathematics CAPTURE ASPECTS ON TARGET SHEET

What level? What level/s do you think your learner is working at? What have you seen? A3 – levels 1-8 A4 – more detailed descriptions (If EYFS/Y1 or 2… ‘Numbers and Patterns’)

Games to play KS1 – number recognition and number bonds KS2 – written methods and times tables

TASK Look at the range of games for number… Try any ideas out – how could they be adapted to meet your target? (Note any ideas on the target sheet plus activities/ tasks that you would find helpful) You will feedback!

Steps to Success Overcoming Barriers Securing Levels Review the materials – what is there to support your planning? Access the material most appropriate for your learner… capture/ note any teaching points/ ideas/ models

Wave 3 Model Wave 1 Quality First teaching Effective Whole School Policies and Frameworks Wave 2 Catch-up Small Group Intervention Wave 3 Individualised Support

Themes and Assessment Approaches Using and Applying maths is integrated Discuss and explain Making choices Children’s own recording Evaluating efficiency of calculation methods Development emphasised and key vocabulary is listed Progression in counting Estimate, calculate, check Decimals Structured equipment and everyday material

A4 booklets Choose an appropriate booklet & read through the activities… Find helpful aspects for teaching and learning How would you adapt the materials for your learner?

Planning Plan a series of three (or more)1-1 sessions Be clear about the specific outcome(s) for learning Each one 15-20 mins in, or out, of class time Practical / hands-on learning experiences Models/ images Questions for thinking Assessment ‘At home’ activities?

Gap Task “Identify one pupil in the class who has an identified barrier to their learning. Research the available material and plan a series of 1-1 sessions to address this barrier. Evaluate the impact of the intervention in relation to the impact on the pupil’s learning.” (This can also then be used as a part of any other task or assignment)