1. QTS Numeracy Tests: Questions for Turning Somersaults? Clare Trott and Hilary Maddocks

2. Task 1 May 2013ADSHE 2013

3. Rationale As a teacher, it is important that you demonstrate a high level of ability in numeracy in all areas of work in school. This applies to all teachers, not just those with specific curricular responsibilities for numeracy or mathematics and regardless of their chosen phase of education. May 2013ADSHE 2013

4. Test Details Can take 3 times (then not for 2 years) 1 st attempt is free 2 nd /3 rd attempts cost £19.25 each A laminated card and fine non-permanent marker provided No notes to be taken into test room. May 2013ADSHE 2013

5. Marks There are 28 questions 12 mental arithmetic, NO calculator (in A) 16 on-screen, on-screen calculator (in B) Pass mark = 63 % (raw score 18/28) 4/5 from section A should be enough if student is better at on-screen items May 2013ADSHE 2013

6. Time Standard time is 48 minutes 25% or 50% extra time available Section B has extra time correctly added (36 mins/45mins) Section A Each item has 5 seconds added For 12 items, this is 1 minute extra NOT 25% extra time (7.5% for the section) May 2013ADSHE 2013

7. On-Screen Calculator May 2013ADSHE 2013 23 x 4 + 3 ÷ 6

8. Reasonable Adjustments Candidates who previously required special arrangements in a test or public exam can request the same for the professional skills tests for trainee teachers Extra Time Text on-screen section A Voice-over or not? Reading help v interrupting processing Paper-based version? May 2013ADSHE 2013

9. Extra Time Requests for 25% extra time – no application form or evidence to be submitted (reserve the right to request proof) Other reasonable adjustments need an application form and evidence (from Assessment Report (student permission)) May 2013ADSHE 2013

10. Content Section A Mental Arithmetic Section B Interpreting and using written data Solving written arithmetic problems May 2013ADSHE 2013

11. Practice material Guidance Material http://www.education.gov.uk/schools/career s/traininganddevelopment/professional/b00 211213/numeracy Practice Tests http://www.education.gov.uk/QTS/Numerac y/assessment_engine.html May 2013ADSHE 2013

12. Practice Questions page May 2013ADSHE 2013

13. Dyslexia v Dyscalculia May 2013ADSHE 2013 Dyslexia Foundation knowledge Conceptual Procedural New learning outcome Dyscalculia Foundation knowledge Conceptual Procedural New learning outcome

14. Task 2 Consider the mental arithmetic examples given Try each one for yourself first Then discuss in your group Did you all use the same method? What alternative ways are there? May 2013ADSHE 2013

15. Resources May 2013ADSHE 2013

16. May 2013ADSHE 2013

17. Video May 2013ADSHE 2013

18. Task 3 Consider the Section B examples given Try each one for yourself first Then discuss in your group What are the issues and barriers for students? What alternative ways are there? May 2013ADSHE 2013

19. B1 May 2013ADSHE 2013

20. B2 May 2013ADSHE 2013 ProceduralConceptual £1.00 = 141.50 Krona £2.00 = more or less Krona than £1.00 £ International currency

21. B3 May 2013ADSHE 2013 Wording in the highlighted sentence is confusing. It could be written as Consider all the pupils in the year group who speak exactly 2 languages. Click on the class which has half of these pupils. This is where you click The number of pupils in the table is irrelevant Visual Stress

22. B4 May 2013ADSHE 2013 Entrance fee £2.50 3401633896 30p per mile 15 children pay £5.00 each

23. Conclusions Wording that does NOT match Give ALL true statements Exploring alternative methods with your student Visualising situations Decimal points do NOT move procedural v conceptual learning Irrelevant information The answer requires the amount who do NOT… May 2013ADSHE 2013