Slide 1 © Crown copyright 2009 Subject Leaders’ Development Meeting Mathematics June 2009

Slide 2 © Crown copyright 2009 Objectives To consider the recent developments in secondary mathematics To reflect on periodic APP in your department To consider the strategies for day-to-day assessment supported by the APP mathematics guidance materials To consider the implications for planning and teaching mathematics

Slide 3 © Crown copyright 2009 Programme Session 1  News and Update for KS3 and 4  Post 16 news  Y8 and 10 masterclasses  Lead Professionals Update – Y8 SoW Session 2 Assessing Pupil Progress – day to day assessment

Slide 4 © Crown copyright 2009 Starter - Power Countdown In the game of Power Countdown, you use a set of numbers to make a target number. The only operation you can use is raising something to a power, but you are allowed to use fractional powers - you can use a 3 to raise a number to the power 3 or 1/3. Each number can only be used once. You don't have to use all the numbers

Slide 5 © Crown copyright 2009 Power Countdown

Slide 6 © Crown copyright 2009 Functional Skills “We want functional skills to be at the heart of all 14–19 changes so that all young people develop essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work” Minister of State – April 2009

Slide 7 © Crown copyright 2009 Functional Skills Functional skills … Will continue to be accredited separately Continue to be a integral part of diplomas, apprenticeships, foundation learning tier (FLT) Embedded into the KS3 PoS Will be embedded in KS4 PoS and GCSE criteria from 2010 May be reported via the school report card from 2012

CONSIDER OPTIONS 17 GCSE Foundation Learning Tier Apprenticeship Foundation or Higher Diploma Foundation Learning Tier Main routes through education and training in 2015 and beyond Higher or Advanced Diploma GCSE / A-Level Employment with training CONSIDER OPTIONS 14 Further education Higher education Employment Employment with training Apprenticeship post 18 The Diploma combines theoretical study with practical experience based around a work-related curriculum. It is available at Foundation, Higher and Advanced level (Level 1 - Level 3). GCSE and A level qualifications are regularly updated to ensure that they remain high quality, relevant and interesting. They can be combined with Diplomas. Apprenticeships allow students to learn at work and gain qualifications. The number and range of Apprenticeships is increasing hugely so 1 in 5 will take this route by This is for learners not ready for a full level 2 qualification and include a mix of learning to suit the individual. Higher or Advanced Diploma GCSE / A Level Apprenticeship Foundation Learning Tier Functional Skills and Personal, Learning and Thinking Skills There are, of course, many other options after you turn 18, including a gap year and volunteering Well before the decision points information and advice will be critical to guide young people to make the best choice for them in relation to their prior learning. Some students may change paths at 17 because there are more one year courses available after 16. CONSIDER OPTIONS For further Information, please visit i CONSIDER OPTIONS 18 CONSIDER OPTIONS 16

Slide 9 © Crown copyright 2009 What is a Diploma equivalent to? 9 NameLevelEquivalency Foundation Diploma 1 5 GCSEs at level 1 (e.g. 5 x D-G) Higher Diploma 2 7 GCSEs at level 2 (e.g. 7 x A*-C) Apprenticeship Advanced Diploma A-levels Advanced Apprenticeship Progression Diploma A-levels

Changes to GCSE New assessment objectives:

Changes to GCSE How questions will change: Less structure Choice of approaches Link areas of mathematics

New pilot of a pair of GCSEs Each is distinctive and of comparable demand Together cover the programme of study 3 year pilot beginning 2010 alongside new GCSE Independent evaluation Ministerial decision about roll out (2015 at the earliest) ACME and JMC involved in development All three Unitary Awarding Bodies to offer pilot pair

Single GCSE

Ofqual’s permitted overlap 30% Number, graphs, geometry, …

Distinctive content Applications of mathematics Statistics, measures Methods in mathematics Algebra, geometry, probability

Additional distinctive content Applications of mathematics Financial & business applications Linear programming Methods in mathematics Tiling patterns, proof

Two GCSEs Applications of MathematicsMethods in Mathematics

Why change level 3 mathematics? All other GCEs were reviewed in 2006 to assess concerns about the burden of assessment and stretch and challenge The multiplicity of routes to GCE mathematics, whilst statistically equivalent are not perceived equal by end users It is possible to get an A level with four AS and just two A2 units, consequently A* will be based on just C3 and C4 (first award in summer 2010) Some assessment objectives (AO4 and AO5) have very low weightings and there is limited coverage of proof and mathematical argument (AO2). There is a complex grading system in place for mathematics and further mathematics because of the shared applications units.

Proposed Changes to Level 3 mathematics Mathematics (first taught September 2012) Further mathematics (first taught September 2012) Use of Mathematics (first taught September 2011) Use of Statistics (first taught September 2011)

GCE mathematics GCE AS and A level mathematics should be stand-alone qualifications with no units shared with further mathematics GCE A level mathematics should consist of four units (two at AS and two at A2) The pure mathematics content should be prescribed and remain generally as at present The applications content should be prescribed, covering aspects of mechanics, statistics and decision mathematics, and build on the pure content, particularly at AS There should no longer be a requirement for a non-calculator paper or to memorise formulae There should be a greater emphasis on problem solving, modelling and mathematical communication

Assessment Objectives

GCE further mathematics GCE A level further mathematics should remain at six units (to minimise disruption to the teaching of further mathematics and the work of the Further Mathematics Network) There should be one unit's worth of common pure content at AS and at A2 Students should continue to select from a wide range of pure mathematics and applications units to meet their own needs There should be a greater emphasis on problem solving, modelling and mathematical communication The content of GCE AS level further mathematics will not be dependent on the content of GCE AS level mathematics, to allow concurrent teaching

Issues for the consultation Should GCE mathematics and further mathematics be separate? Should AEA or an equivalent be developed for the new suite of qualifications? Should A level Use of Mathematics continue as a pilot qualification? Should GCE statistics be replaced with GCE Use of Statistics requiring controlled assessment at both AS and A2? Will the proposals provide a coherent set of pathways for level 3 mathematics? Will the proposals increase participation in mathematics at level 3? Please respond to the consultation

Slide 24 © Crown copyright 2009 Session 2 – Day to day APP

Slide 25 © Crown copyright 2009 Gap Task In pairs or groups: What went well and what were the issues? What evidence did you use and was this the most useful? What might you do differently next time? Were there any implications for teaching and learning in your department? Next steps – How might you ‘convince’ your department?

Slide 26 © Crown copyright 2009 Three viewpoints of assessment Day-to-dayLearning objectives made explicit and shared with pupils Peer and self-assessment in use Pupils engaged in learning and given feedback PeriodicBroader view of progress for teacher and learner Use of national standards in the classroom Improvements to medium-term curriculum planning TransitionalFormal recognition of pupils’ achievements Reported to parents/carers and next teacher(s) May use external tests or tasks

Slide 27 © Crown copyright 2009 How do we as teachers have a knowledge of the pupils’ understanding of the crucial aspects of the curriculum which are described through the assessment criteria? Day to day APP/AfL

Slide 28 © Crown copyright 2009 Role Play Activity Work in pairs and decide who is taking the role of the teacher and the other the learner. The objective is for the teacher to identify the misconception or difficulty through questioning Agree a curricular target for the learner

Slide 29 © Crown copyright 2009 Next Steps As a result of today’s session, what changes now need to happen?

Slide 30 © Crown copyright 2009 APP district meetings 8 districts + high/middle cluster meeting Involving English, Maths, Science and ICT Supported by two consultants per subject Twice each year – autumn and spring terms Focus on moderation and standardisation

Slide 31 © Crown copyright 2009 SLDMs Autumn Term th November 2009 – Kingston MAN and MAB44002 or 11 th November 2009 – Seabridge MAN 43901and MAB44001 Spring Term 2010 Highs - 3 rd March 2010 – Kingston MAN44201 and MAB44101 Middles - 11 th March 2010 – Kingston MAN44301

Slide 32 © Crown copyright 2009 ‘I know I’m a better mathematics teacher. I assumed pupils understood because they got answers right in their books or in tests, but this kind of conversation has opened my eyes to misconceptions and misunderstandings that might otherwise have remained hidden.’