1. The Renewed Secondary Framework for Mathematics 26 th June 2008 Subject Leader Development Meeting

2. Outline Exploring the renewed framework Making the links with process objectives A case study - range and content - processes Resources to support planning Updates

3. Aims of the day Launch the renewed Framework website and show the interactive planning tool Provide opportunities to plan with peers Promote strategies to support embedding New Secondary Curriculum in teaching and learning

4. Ways of working in mathematics The learners rated 16 behaviours, the teachers rated 20. Each statement was rated on this scale : 1hardly ever 2occasionally 3half the time 4most of the time 5 almost always In a recent UK survey learners and teachers were asked about how they worked in mathematics lessons.

5. Learner views Top 4 Bottom 4 7 The teacher tried to prevent us from making mistakes by explaining everything carefully first 6 The teacher showed us how topics link together 1 The teacher asked us to work through practice exercises 3 The teacher showed us which method to use, asked us to use it 4·15 4·14 3·88 3·85 4 The teacher let us choose which questions we do 16 The teacher jumped between topics as the need arose 13 The teacher showed us just one way of doing each question 2 The teacher expected us to work on our own, asking a neighbour from time to time 2·61 2·68 2·76 3·01

6. Teacher views Top 4 Bottom 4 6 I draw links between topics and move back and forth between topics 15 I encourage learners to make and discuss mistakes 9 Learners learn through discussing their ideas 10 Learners work collaboratively in pairs or small groups 3·91 3·66 3·64 3·44 13 I only go through one method for doing each question 8 I tend to follow the text book or worksheets closely 3 Learners use only the methods I teach them 4 Learners choose which questions to tackle 1·66 1·96 2·32 2·43

7. Comparing views 7 6 1 3 12 15 14 8 9 5 10 11 2 13 16 4 teacher learner

8. What about your department? We all like to think that we are teaching students to the best of our ability and in the most effective and engaging way as they allow, but do our students see it like this? How can we align the thoughts of staff AND students to work towards a shared understanding of good teaching and learning?

9. The renewed framework What is there for you?

10. Aims Make links between the renewed PoS and the Framework Consider progression in MPA across KS3

11. Website: www.standards.dcsf.gov.uk/secondary/frameworks/ Subjects then Maths Planning Tool download Areas of the Framework

12. Framework introduction 4 intial sections: Overview: the 5 strands of progression About Framework learning objectives Introduction to the learning objectives Mathematics learning objectives Probably the area most likely to be visited, at least initially

13. Framework introduction – APP messages Middle Schools Rollout summer/autumn 08 following the primary model. High/Secondary Schools Rollout spring 09 following a RE-VERSIONED secondary model. There is APP material within the Framework. However, it is very likely to be amended prior to official secondary rollout.

14. The cycle of key processes Representing Interpreting Evaluating Use procedures Analysing Use reasoning CONTEXTCONTEXT MATHEMATICSMATHEMATICS Communicating Reflecting

15. QCA interpretation Representing Use reasoning Analysing Use procedures make connections within mathematics visualise & work with dynamic images use knowledge of related problems explore the effects of varying values & look for invariance and covariance reason inductively & deduce make & begin to justify conjectures and generalisations, considering special cases & counter-examples work logically towards results & solutions, recognising the impact of constraints & assumptions appreciate that there are a number of different techniques that can be used to analyse a situation take account of feedback & learn from mistakes identify & classify patterns

16. QCA interpretation Representing Use reasoning Analysing Use procedures make connections within mathematics visualise & work with dynamic images use knowledge of related problems explore the effects of varying values & look for invariance and covariance reason inductively & deduce make & begin to justify conjectures and generalisations, considering special cases & counter-examples work logically towards results & solutions, recognising the impact of constraints & assumptions appreciate that there are a number of different techniques that can be used to analyse a situation take account of feedback & learn from mistakes identify & classify patterns make & begin to justify conjectures & counter-examples

17. QCA interpretation Representing Use reasoning Analysing Use procedures make connections within mathematics visualise & work with dynamic images use knowledge of related problems explore the effects of varying values & look for invariance and covariance make & begin to justify conjectures and generalisations, considering special cases & counter-examples work logically towards results & solutions, recognising the impact of constraints & assumptions appreciate that there are a number of different techniques that can be used to analyse a situation take account of feedback & learn from mistakes identify & classify patterns make & begin to justify conjectures & counter-examples work logically towards results & solutions, recognising the impact of reason inductively & deduce

18. Key messages Coverage of all process statements over the key stage Yearly objectives support progression across the key stage

19. A case study A model of good practice

20. Aims to have a model for auditing your existing curriculum Range & content Processes to decide on strategies and priorities for developing your KS3 SoW to identify action points for when you are back in school

21. Planning for progression extY11Y10Y9Y8 A/A*L7/8L5 Y11Y10Y9Y8Y7 BL6L4 Y10Y9Y8Y6/7Y5/6 E/D/CL4/5L2/3 GCSE Y11Y10 KS3 Y9Y8Y7 KS2 level obj level obj level obj Set 1 extension Set 2 core Set 3 support What will it look like for you?

22. How are you doing? Your progress so far… Inset in school? Collaboration in team? Collaboration in network? Audit for content? Audit for processes? Amendments? Plans in the pipeline?

23. A case study: Skim read the whole case study Read in detail down to “Designing units- range and content issues”

24. Auditing against Line of Progression

25. Always, sometimes, never? Place the statement cards under the correct heading “always, sometimes or never true” Make sure you can justify your decisions, using counter-examples etc. Join up pairs-to-fours to discuss your decisions Using the Yr 8 process cycle sheet, agree on the process skills used in this lesson/unit

26. Progression in process skills Increase the challenge & build progression by increasing the complexity of the application, e.g. non- routine, multi-step problems, extended enquiries reducing the familiarity of the context, e.g. new context in mathematics, contexts drawn from other subjects, other aspects of pupils’ lives increasing the technical demand of the mathematics required, e.g. more advanced concepts, more difficult procedures increasing the degree of independence and autonomy in problem solving and investigation Increase the challenge & build progression by increasing the complexity of the application, e.g. non- routine, multi-step problems, extended enquiries reducing the familiarity of the context, e.g. new context in mathematics, contexts drawn from other subjects, other aspects of pupils’ lives increasing the technical demand of the mathematics required, e.g. more advanced concepts, more difficult procedures increasing the degree of independence and autonomy in problem solving and investigation

27. Reading images Process lesson – choose one photo Layer 1: What maths can you see? Layer 2: Write a related problem (use sentence stems) Layer 3: What maths skills are now needed? Formalise the strategy Our pictures from: http://www.guardian.co.uk/inpictures eyewitness http://www.guardian.co.uk/inpictures How could you use this in school?

28. Analyse for gaps /insufficient challenge Audit Range & Content against Lines of Progression Key messages Fill gaps (& relate to Process Skills) Analyse for gaps /explicit development of Process Skills Audit Range & Content against Process Skill statements Fill gaps (& relate to Range & Content ) Old SoW New SoW

29. Action points for back at school: Decide where you are in your dept in comparison to the case study Draft out a plan of what you need to do and by when Decide on who is going to work on what… Decide on any further training needs in the short/medium term. Back at 1.25!

30. Aims of the afternoon to know the breadth of available resources to preview samples of the resources to consider how to match them into your curriculum

31. Rich tasks: The Enrichment Pack A Worcestershire resource

32. The Enrichment Pack What does it include? Pupil activities with teachers notes on their use, and solutions. Links from medium term plans. Process statement mapping. What is it? A resource created within Worcestershire to support the incorporation of opportunities for the development of process skills. Where is it? On your USB, and ultimately on Edulink. Future updates will only be on Edulink.

33. Possible or impossible In 4s: work through the activity record process skills on blank lesson plan make lesson notes if you wish Share thoughts and ideas on your table

34. Process Statement mapping How ‘Possible or impossible’ fits into: MTPs Mapping document Explore for yourselves!

35. edulink.networcs.net

36. Rich tasks: nrich, Bowland Trust Sources of fresh ideas

37. www.nrich.maths.org.uk

38. Curriculum mapping

39. Process skills mapping

40. Packages

41. Bowland Trust As dvd will not be available until August for materials: www.bowlandmaths.org.uk Bowland Player then Case Studies

42. Mystery Tours

43. Sprinklers Choose one of the two short activities. What information on the sheet will help you solve the problem? How much of the problem can you solve in 10 minutes? Consider how you would use this in school.

44. Seen it before? Standards Box Maths4Life folder Tarsia jigsaw software Problem Solving Pack Interacting with mathematics at Key Stage 3 ATM resources NCETM website Tarquin resources

45. Bits and Pieces

46. Your new KS3 IS NOT What you teach IS How you teach Do some investigations Maths leader amends SoW Add in a rich task at the end of each unit Use rich tasks to develop understanding Write some process references in the SoW Integrate & embed the processes in teaching Audit the SoW for processes then adjust Collaborative development

47. Planning Toolkit on the CD: Builds on KS4 planning toolkit (autumn 07) Folder structure for saving maths planning files Includes some strategy resources Includes Standards Box resources (see SU files)

48. Planning Tool on the USB: Software to support planning using online resources Can open your own scheme of work, lesson plans etc inside the software Allows copying from online sites including the online renewed secondary framework

49. Other bits on the USB: Medium term plans for Y7 and Y8 with new objectives Framework sitemap Spring 08 SLDM materials Summer 08 SLDM materials

50. Dates for your diary Workshop(Opportunity for planning time): Wednesday 2 nd July12:00 to 18:30Finstall Next SLDM (Functional Skills focus): Wednesday 8 th October 09:00 to 16:00 Course list handout - Edulink

51. Action Points from this afternoon Implications buy, download, store resources prepare, collate, organise practical resources update the scheme of work collaboration Inset long term view