1. © Crown copyright 2007 Subject Leader Development Meeting - Mathematics 22 nd February 2007

2. © Crown copyright 2007 2 Agenda 1.00pm – Leading Professional Development through Collaborative Planning – ‘Rich Tasks’ 2.00pm – Intervention; Study Plus and Functional Skills 2.30pm – Virtual Workspace Update 2.45pm - BREAK 3.00pm – Conversion Rates 3.30pm – Updates

3. © Crown copyright 2007 Secondary National Strategy Leading professional development through collaborative planning (2)

4. © Crown copyright 2007 4 Objectives To provide practical suggestions for subject leaders in their role of leading curriculum developments To consider ways to structure a unit plan informed by a rich mathematical task in order to enhance the existing scheme of work at Key Stage 4 Slide 1.1

5. © Crown copyright 2007 5 Rich tasks: are enjoyable and contain the opportunity for surprise; are accessible; allow learners to make decisions; create links between mathematical topics; involve learners in testing, probing, explaining, reflecting, interpreting; promote discussion and communication; encourage originality and invention; encourage ‘what if?’ and ‘what if not?’ questions.

6. © Crown copyright 2007 6 The three components Exploring the mathematics of a rich task Developing & improving rich tasks Working together to develop a unit Adapting an existing unit Developing a new unit Reconsidering the clusters of objectives Working together on the story of a unit Building variety into unit plans Slide 1.2

7. © Crown copyright 2007 7 The story of a unit can be… ‘Prepare, consolidate, apply’ - develop & improve skills - apply skills to problems ‘Challenge, prepare then solve’ - pose a problem beyond pupil’s reach - identify stages of the solution - develop the skills required to meet the challenge - return to the problem and solve ‘Connecting old learning – moving on to new learning’. - linking existing knowledge together in a new way - problems which make use of new connections and deepens understanding.

8. © Crown copyright 2007 8 Building a unit around a rich task. In your groups you will be given a topic area from the KS4 scheme of work. Decide on which ‘story’ you want to use and design an idea for a rich task that would help engage and challenge pupils. Think about how you might sequence and organise other tasks and resources around this activity. At the end of this session complete the pro-forma provided about your ideas for dissemination with the rest of the group. Slide 1.5

9. © Crown copyright 2007 9 Possible next steps Take stock of the structure of some of the units in your current KS4 scheme of work and improve the effectiveness and variety of the planning. Discuss the features of a rich task in your departments and consider how to adapt existing activities to display more of these features. Work together to create a structured unit informed by a rich task. Slide 1.7

10. © Crown copyright 2007 Intervention 2007

11. © Crown copyright 2007 11 Intervention aims 2007 The aims of the SNS intervention project are to: Renew the approach to intervention in schools while sustaining present good practice Extend intervention to Key Stage 4 In order to: Raise standards in English and mathematics Improve literacy and numeracy across the curriculum

12. © Crown copyright 2007 12 The progression maps A web based curriculum support tool for teachers to improve the progress of targeted pupils Designed to support teachers in tailoring provision to meet the needs of underachievers Can be used to help pupils attaining below expectations but with the potential to reach the expected level in Years 7-11 Covers reading and writing and the main aspects of mathematics Available at: www.standards.dfes.gov.uk/progressionmaps/ www.standards.dfes.gov.uk/progressionmaps/

13. © Crown copyright 2007 13 On-line training modules Modules exist in 5 areas: Leading intervention Key messages on intervention Introducing intervention in English and mathematics Tailoring teaching in English and mathematics Exploring aspects of the progression maps Online training available at: www.standards.dfes.gov.uk/intervention/ www.standards.dfes.gov.uk/intervention/

14. © Crown copyright 2007 Study Plus – What is it and what are the benefits and costs?

15. © Crown copyright 2007 15 Study Plus Is an approach rather than a course: No fixed syllabus/specification No separate accreditation - through improved grades in GCSE The approach supports the teacher in designing a course that matches the needs and interests of the pupils

16. © Crown copyright 2007 16 The target group The Study Plus approach is designed for: Pupils who end Key Stage 3 on level 4 or with a low level 5 in mathematics and/or English. Pupils currently predicted to attain D or E grades at GCSE but have the potential to do better.

17. © Crown copyright 2007 17 The aims of Study Plus The aims are to: accelerate the progress of these pupils in English and/or mathematics so that they have a better chance of achieving a grade C; strengthen key areas of weakness in literacy and numeracy; support pupils’ learning and motivation in relation to English, mathematics and other subjects; have a positive impact on attainment in two or three more GCSE subjects through the application of literacy, numeracy and general learning skills in context.

18. © Crown copyright 2007 18 Key features 1 Study Plus is a 5-6 term programme that is timetabled during the school day for two/three lessons a week – typically pupils opt for it as part of the school’s option programme. Study Plus is planned as a sequence of around 20 English or mathematics units or a mixture of the two – each unit lasting 3-4 weeks. Teaching in each unit is focused by a cluster of curricular targets that have been identified as relevant to the group and individuals by using the English and mathematics progression maps.

19. © Crown copyright 2007 19 Key features 2 There is support for the Study Plus teacher through training and materials. Pupils’ learning is supported by another adult e.g. a teaching assistant or learning mentor who is attached to the group. Close links to the main learning in English and mathematics lessons. Links to other subject areas with impact on learning and performance across the curriculum

20. © Crown copyright 2007 20 What’s in it for the pupils? Not just ‘more English, more maths, more catch up’ but: interesting teaching that helps them with the essential areas of English and/or mathematics that they find difficult; support with learning that can be used in other GCSE subjects to improve their work and chances of getting a good grade; quality time from a TA who works with them and will help them to review their progress and plan future success.

21. © Crown copyright 2007 21 I liked that unit. I learnt how to add fractions, how to make fractals. I most enjoyed adding fractions and the nth term work I now know how to add fractions when the module ended and I enjoyed following algorithms. I enjoyed it

22. © Crown copyright 2007 22 These lessons are much better than ordinary lessons because they are never boring I liked the mathematical beauty and how it ties in with Fibonacci I feel that the module helped my maths skills a lot, it was more visual than normal lessons so I can see how I am doing I learnt how to measure accurately

23. © Crown copyright 2007 23 Teaching Study Plus Unit based planning Teaching focused by group/individual targets and supported by using the progression maps Assessing progress Role of the TA

24. © Crown copyright 2007 24 Study Plus - implications Early identification of likely target group(s) Involving parents and carers as well as pupils Adapting the ‘option system’ Staffing – teacher and TA costs Preparation and planning time for teacher and TA, plus LA training and support Tracking pupils’ progress and linking Study Plus work with core teaching

25. © Crown copyright 2007 Functional Skills

26. © Crown copyright 2007 26 Functional Skills – pilot programme 500 ‘pilot centres’ will be piloting functional skills qualifications from September 07. Some through the Gateway process, others selected by QCA/NAA 4 days of training to be delivered by LAs – 2 days in 2 nd half summer term.

27. © Crown copyright 2007 2006 Results

28. © Crown copyright 2007 28 Progression KS2-3 Stickmen

29. © Crown copyright 2007 29 Worcestershire 2006 KS3

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31. © Crown copyright 2007 31 2005/6 Comparison of Results - GCSE 2005 % 2006 % Change % 5A*-C (Worcs) 54.8 (56) 56.8 (57) 2.0 (1.0) 5A*-C inc E&M 42.4 (43) 43.7 (43) 1.3 (0.0) Gap (Worcs) 12.4 (13) 13.1 (14) 0.7 (1.0)

32. © Crown copyright 2007 32 GCSE comparisons: 5+, English and mathematics 46 42 50 452452 537537 121121 342342 759759 333333 5+ GCSE A*-C a: 59 b: 54.3 g: 63.9 Ma GCSE A*-C a: 53 b: 52 g: 55 En GCSE A*-C a: 59 b: 51 g: 67 Approx % of: all pupils boys (% of boys) girls (% of girls)

33. © Crown copyright 2007 33 Pupils getting 5+ A*-C but not mathematics 5+ GCSE A*-C Ma GCSE A*-C En GCSE A*-C 45 000 pupils (16 000 b 29 000 g)

34. © Crown copyright 2007 34 Transitions from KS3 to KS4 ENMASC %Nat.WorcsNat.WorcsNat.Worcs KS3 L5 to KS4 C+585923184650 KS3 L6 to KS4 C+9495797289

35. © Crown copyright 2007 35 Transitions from KS2 to KS4 ENMASC %Nat.WorcsNat.WorcsNat.Worcs KS2 L3 to KS4 C+1317101266 KS2 L4 to KS4 C+606357584047 KS2 L5 to KS4 C+949594958286

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37. © Crown copyright 2007 37 2006 Results SNS particularly interested in: Schools where the ‘difference from best’ is greater than 10% Schools in Groups 6 & 7 for conversion rates Schools where there is a significant gender gap SNS keen for schools to identify: Pupils on course for a ‘C’ in English but ‘D’ in maths (or vice versa) Any pupil who achieved L6 at KS3 but not being estimated a C+

38. © Crown copyright 2007 Secondary curriculum Key Stage 3 review

39. © Crown copyright 2007 39 Background 1 The KS3 review is part of the wider programme of secondary curriculum reform: Specialised diplomas Changes to the post-14 curriculum Changes to post-14 qualifications Introduction of Functional Skills in English, mathematics and ICT Introduction of a Personal, Learning and Thinking Skills framework

40. © Crown copyright 2007 40 Background 2 I would like QCA to undertake a review of the KS3 curriculum to enable schools to have the flexibility to better meet students’ individual needs and strengths … All of the current core and foundation subjects must remain, but their content should be reviewed … attention should be given to the White Paper priority of bringing a sharper focus on the basics of English and maths … The review should ensure a smooth transition from KS1 and KS2 and on to KS4. Rt Hon Ruth Kelly, Secretary of State, March 2005

41. © Crown copyright 2007 41 What has happened so far QCA advice to DfES at end of Sept – draft programmes of study for KS3 and explanatory text – proposal for web development to support the new PoS and curriculum review at whole-school level Informal consultation with key stakeholders and others to refine PoS and develop case studies Modelling the whole curriculum with groups of headteachers

42. © Crown copyright 2007 42 What has happened so far Produced early drafts of revised programmes of study for KS4 (En, Ma, ICT, PE, Citizenship) which aim to: -ensure alignment with KS3 -promote consistency -provide basis for new GCSEs

43. © Crown copyright 2007 43 Key QCA milestones Dec 2006Recommendations to DfES Feb – April 2007 National consultation June 2007Final version to Secretary of State Sept 2007Available to schools Sept 2008Formally introduced Summer 2011New tests

44. © Crown copyright 2007 44 Key implementation milestones Summer and autumn 2007 Briefings for school SMs and subject leaders Spring 2008Subject training for subject leaders Summer 2008Targeted consultancy support Briefings for SIPs

45. © Crown copyright 2007 45 Low-Attainers Pilot The pilot is exploring ways of maximising the progress of L3 pupils by enabling the schools to consider radical changes in their KS3 curricula in both terms of structure and content.

46. © Crown copyright 2007 46 Low-Attainers Pilot - 2 The new models have particular regard to: Progression in literacy, numeracy and learning skills Innovative organisation and timetabling More flexible and innovative curricula and teaching styles The use of IWB technology to enhance T&L strategies

47. © Crown copyright 2007 47 2020 Vision To present a vision for personalised teaching and learning in 2020 which enables every child to achieve higher standards; and to make recommendations which would support delivery of that vision.

48. © Crown copyright 2007 48 2020 Vision - 2 Teaching and Learning in 2020 Realising the vision – designing a new school experience The learning profession leading change Closing the gap – a system-wide focus on achievement for all www.teachernet.gov.uk/docbank/index.cfm?id=10783

49. © Crown copyright 2007 RAISEonline – evaluating school performance – training CD

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54. © Crown copyright 2007 54 Next Meeting Proposed: Date – Wednesday 4 th July 2007 Time - 1.00pm – 4.00pm Venue – The Finstall Centre