1. Subject Leader Development Meeting June 2011

2.   Session 1- Local and national updates   Wolf report   Optional Tests for KS2 and KS3   Planning for post early entry   OfSted proposals   Session 2 – Teaching & Learning mathematics   Crime Scene Revision Session   Differentiation and incorporating regular problem solving opportunities Programme

3. Objectives   To be updated as to developments at a local and national level in Mathematics   To become familiar with materials to promote engaging teaching and learning in the mathematics classroom

4. Starter (1) 2ab a + 2 ab b a Use the four expressions on the edges of the ‘card’ with the operations +, -, x, ÷ and squaring, form the expression in the middle of the ‘card’. You must use each expression once and once only.

5. Starter (2) 4x 3 + 3 2 4x 5 2x 2 3x 2 Use the four expressions on the edges of the ‘card’ with the operations +, -, x, ÷ and squaring, form the expression in the middle of the ‘card’. You must use each expression once and once only.

6. Government Response to Wolf Report   We will ensure that all young people study and achieve in English and mathematics, ideally to GCSE A*-C by the age of 19   For those young people who are not immediately able to achieve these qualifications, we will identify high quality English and maths qualifications that will enable them to progress to GCSE later

7. New ‘Floor Standards’   In 2004, a ‘floor standard’ for secondary performance was set at 20% of pupils getting 5 A*-C GCSEs (English & Maths not included)   In 2006, it rose to 25% in 2007, it rose to 30% getting 5 A*-C GCSEs including English and Maths.   In 2010, the new Government raised it to 35% getting 5 A*-C GCSEs including English and Maths, combined with the majority of pupils making above average progress from KS2 - 4   In 2012, it will rise to 40% and by 2015 it will rise to 50%.

8. What can I do after early entry..?   AQA Use of Maths   AQA Level 2 Certificate in Further Maths   FSMQ   GCSE Statistics   Functional Skills

9. AQA Level 2 Certificate in Further Mathematics (iGCSE)   First teaching in September 2011 and first certification in June 2012   Motivate and challenge students who are likely to achieve A or A* at GCSE   award achievement at A* - C, with an additional Distinction grade (A* with Distinction) for students who achieve beyond A*   provide excellent preparation for AS and A-level, by:   introducing students to AS topics, without infringing on the AS level   assessing higher order mathematical skills   give you maximum flexibility in how you deliver the course alongside, instead of, or following early entry in GCSE Mathematics.

10. AQA Level 2 Certificate in Further Mathematics (iGCSE) For more information: http://web.aqa.org.uk/qual/igcse/maths.php

11. AQA Use of Maths   First teaching September 2011 and first certification in June 2012   The AQA Certificate in Use of Mathematics is:   designed to engage those who are less comfortable with abstract mathematics by focussing on the application of mathematics to relevant contexts and integrating its teaching and learning with ICT;   available as a fresh start for students who have previously been less than successful in the mathematics classroom (post-16 students);   both practical and relevant to the real world, training students not only in numerical skills but also in problem solving and modelling;

12. AQA Use of Maths Foundation level FSMQs   Money Management   Using Spatial Techniques   Using Data   calculators allowed   Exam length: 1 hour Higher level FSMQs  Financial Calculations  Shape and Space  Data Handling  Algebra and Graphs  calculators allowed  Exam length: 1 hour 15 minutes http://web.aqa.org.uk/qual/level/use_of_maths_noticeboard.php

13. AQA Use of Maths Practice Papers Algebra & Graphs FSMQ Pilot

14. Potential A Level Changes   Proposed revised criteria and consultation document for Spring 2012 with a view to first teaching on a (linear?) specification in September 2014.   A level linear possibly split into a linear AS and a linear A2

15. KS2 Optional Level 6 Tests https://ncatools.qcda.gov.uk/

16. KS2 Level 6 Tests

18. KS2 Optional Level 6 Tests

19. KS3 Optional Tests Coverage   Year 7 optional, levels 3 – 4 and 4 – 6   Year 8 optional, levels 4 – 6 and 5 – 7   Year 9 optional, levels 4 – 6, 5 – 7   reviewed year 7, 8 and 9 optional tests for 2011, new tests for year 9 and updated resources for years 7 and 8.   No mental tests for KS3 tests   Developed to reflect the 2008 National Curriculum programme of study To order optional tests visit www.qcda.gov.uk/ncatoolswww.qcda.gov.uk/ncatools

20. KS3 Optional level 8 tests Free to download from: http://www.qcda.gov.uk/assessme nt/7677.aspx

22. Teachers TV http://www.teachersmedia.co.uk/subjects/secondary/maths

23. National Strategies Website

24. Revised National Curriculum Latest News:   2nd reading: House of Lords | 14.06.2011

25. Proposed changes to Inspection arrangements - January 2012   Be more streamlined, giving greater priority to detailed observation of teaching and learning   Focus more on evaluating the quality of teaching and use of assessment to support effective learning   Take particular account of pupils’ attainment and rates of progress when evaluating achievement   Use measures of relative progress rather than contextual value-added indicators   Focus more of the available inspection time on evaluating the quality of teaching and the use of assessment to support effective learning   Focus strongly on standards of reading and numeracy in primary schools

26. Ofsted Proposals   Achievement of pupils   The quality of teaching   The quality of leadership and management   The behaviour and safety of pupils

27. Ofsted Proposals - Narrowing the gap ‘…important that schools reduce the differences in attainment between groups in the school, including those between looked after children, pupils from different social and ethnic groups and between boys and girls. The new inspection framework will pay particular attention to such gaps in attainment and inspectors will look closely at what is being done to close them.’

28. Ofsted Proposals - judging achievement   Will consider evidence of pupils’ rates of progress since they joined the school and the findings of directly observing the standard of their work and how well they are learning.   The judgement about achievement will continue to be a critical factor in determining a school’s overall effectiveness.

29. Ofsted Proposals - Quality of Teaching Good or outstanding teaching…   Combines strong subject knowledge with effective teaching of the skills needed to learn and understand a subject.   Includes good use of assessment of pupils’ learning and progress to inform subsequent teaching   Includes constructive dialogue and feedback between teacher and pupils contributes to progress   Characterised by careful attention to the learning needs of individuals and high expectations and challenge for pupils

30. Ofsted Proposals – Leadership & Management Propose to judge the effectiveness of leadership by how well leader and managers: – –demonstrate ambition for pupils and improvements in their achievement – –improve teaching and learning – –support and develop staff The model for school improvement will increasingly be – –the capacity to share good practice and to learn from the practice of others, to support other schools and contribute to their progress as well as benefit from their support when it is provided.

31. Ofsted Proposals – Leadership and management Effective leaders…   monitor teaching and learning rigorously and track pupils’ progress meticulously, drawing on outcomes to target areas where more improvement is needed. They plan staff training and development accordingly   focus on classroom practice and develop consistently good teaching and learning

32. Staffordshire Mathematics Team   Vanessa Brown – Senior Secondary Teacher Consultant   Karen Lawley - Secondary Teacher Consultant   Trevor Sutcliffe - Secondary Teacher Consultant   Phil Chaffe – Further Mathematics Centre Manager

33. CPD Costs Price Band Prices are per session for one consultant Whole Day (6 hrs) Half Day (3 hrs) Twilight (2hrs) C Prices when £1200+ ordered £350£250£200 BPrices when £600+ ordered£450£300£225 AInitial prices£550£350£250 N.B. Costs are per school not per subject. Non-Staffordshire LA schools will be charged the above figures plus 5%.

34. Mathematics CPD 2011-12

35. Network Meetings 24 th November 2011 amKingston Centre, Stafford Cost £79 8th March 2012 am (middles only) 15 th March 2012 am (highs only) 29 th June 2012 am

36. Suggested key tasks   Discuss CPD needs with SLT/core subjects   Develop a possible ‘routemap’ for specific groups of GCSE pupils utilising alternative qualifications   Consider QCDA optional tests (L6, Y7, Y8, Y9, L8)   Consider the implications of proposed OfSted changes, e.g. quality of teaching, vulnerable groups, L and M etc.

37. Session 2 Teaching & Learning mathematics

38.   Crime solver materials   Differentiation   Functional skills   Mysteries   National Strategies Materials   Problem solving booklet SLDM Summer 2011 Disk

39. Differentiation   What is differentiation? The development of teaching materials and strategies so that all students can learn effectively, regardless of the differences in ability.

40. Differentiation   Differentiate by quantity? (When pupils appear successful, you provide them with a new problem to do)   Differentiate by task? (You try to give each pupil a problem that is matched to their capability)   Differentiate by outcome? (You use open problems that encourage a variety of possible outcomes)   Differentiate by level of support? (You give all pupils the same problem, but then offer different levels of support, depending on the needs that become apparent)

41. Differentiation by task  Rocky Horror Show. Rocky Horror Show. Rocky Horror Show.

42. Layout of the hall. Measurement of a chair. There must be at least 290mm legroom in front of each chair. Chairs are stacked in fours. The caretaker suggests that one person takes about 3 minutes to carry one stack from behind the stage and to put the chairs out in a row. How long should it take four members of the society to set out the chairs? There must be at least a 2m gangway round the two blocks of seats.

43. Rugrite These costs are The cost of the carpet The cost of the gripper which holds the carpet to the floor The cost of fitting the carpet. The cost of a carpet can vary from £2.50 per square metre to £50 per square metre. The cost of the gripper can vary from 30 per metre to 60p per metre. The cost of fitting a carpet can vary from £1.40 per square metre to £1.90 per square metre. There are three costs incurred when someone has a carpet fitted.

44. Carpet is usually produced in rolls which carry up to 30 metres of carpet. The rolls usually come in standard widths of either 3.7 metres, 4.0 metres or 4.6 metres. Customers usually pay for wasted carpet. Choose rooms of different sizes and investigate the possible total cost of fitting a carpet in each of these rooms. You are advised to choose appropriate room shapes and sizes and generalise your results.

45. Rugrite   Familiarise yourself with the problem   Differentiate the task, so that it is suitable for a range of abilities.