1. 2016 TEACHER ASSESSMENT EXEMPLIFICATION

2. COMMUNICATION IS KEY. “(reasoning) requires structuring mathematically and grammatically accurate sentences that communicate the connections that have been made, and convince other that their reasoning is sound…”

3. ASSESSING AND SUPPORTING CHILDREN’S REASONING Odd one out True or false? Always, sometimes, never What comes next? Make up an example Working backwards What do you notice? What else do you know?

4. It is possible for children to get correct solutions to problems without reasoning, but this often involves less efficient and less elegant methods which may not be generalizable.

5. ASSESSMENT FRAMEWORKS

6. WHAT IS “TEACHING FOR MASTERY”? What makes a great maths lesson?

7. WHAT IS “TEACHING FOR MASTERY?” The word mastery is increasingly appearing in assessment systems and in discussions about assessment. Unfortunately, it is used in a number of different ways and there is a risk of confusion if it is not clear which meaning is intended.

8. WHAT DOES THE CURRICULUM TELL US? become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

9. THE VISION OF THE REVISED CURRICULUM The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.

10. Here, ‘mastery’ denotes a focus on achieving a deeper understanding of fewer topics, through problem-solving, questioning and encouraging deep mathematical thinking. Also sometimes associated with this ‘mastery’ approach is a belief that all children can achieve a high standard and that the purpose of assessment is not differentiation, but ensuring all children have grasped fundamental, necessary content.

11. “TEACHING FOR MASTERY” APPROACH Expectation that almost everyone can master most of the curriculum Moving through the curriculum at the same pace Spending longer on fewer topics Differentiating support Depth of understanding

12. WHAT QUESTIONS/ ISSUES DOES THIS CREATE?

13. ELEMENTS OF A GREAT MATHS LESSON? Concrete / contextual problem. Careful consideration of representations taking students from the concrete, to the pictorial to the abstract. Concept versus non-concept clarification. Conceptual variation Procedural variation Tackling misconceptions Opportunities to become fluent Opportunities for reasoning Opportunities for problem solving An insistence of precise mathematical language.

14. VIDEO

15. NEXT MEETING Dates:25 th May 2016 Agenda: 2:30 – 3:10 3:10 – 3:50 3:50 – 4:30