Subject Leaders’ Development Meeting Mathematics

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© Crown copyright 2009

Subject Leaders’ Development MeetingMathematicsJune 2009

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Objectives

• To consider the recent developments in secondary

mathematics

• To reflect on periodic APP in your department

• To consider the strategies for day-to-day assessment

supported by the APP mathematics guidance materials

• To consider the implications for planning and teaching

mathematics

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Programme

Session 1 News and Update for KS3 and 4 Post 16 news Y8 and 10 masterclasses Lead Professionals Update – Y8 SoW

Session 2• Assessing Pupil Progress – day to day assessment

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Starter - Power CountdownIn the game of Power Countdown, you use a set of numbers to make a target number. The only operation you can use is raising something to a power, but you are allowed to use fractional powers - you can use a 3 to raise a number to the power 3 or 1/3.

Each number can only be used once. You don't have to use all the numbers

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Power Countdown

http://nrich.maths.org/public/viewer.php?obj_id=6448

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Functional Skills

“We want functional skills to be at the heart of all

14–19 changes so that all young people develop

essential knowledge, skills and understanding that

will enable them to operate confidently, effectively

and independently in life and at work”

Minister of State – April 2009

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Functional Skills

Functional skills …

• Will continue to be accredited separately

• Continue to be a integral part of diplomas,

apprenticeships, foundation learning tier (FLT)

• Embedded into the KS3 PoS

• Will be embedded in KS4 PoS and GCSE criteria from

2010

• May be reported via the school report card from 2012

CONSIDEROPTIONS

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GCSE

Foundation Learning Tier

Apprenticeship

Foundation or Higher Diploma

Foundation Learning Tier

Main routes through 14-19 education and training in 2015 and beyond

Higher or Advanced Diploma

GCSE / A-Level

Employment withtraining

CONSIDEROPTIONS

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Further education

Higher education

Employment

Employment with training

Apprenticeship post 18

The Diploma combines theoretical study with practical experience based around a work-related curriculum. It is available at Foundation, Higher and Advanced level (Level 1 - Level 3).

GCSE and A level qualifications are regularly updated to ensure that they remain high quality, relevant and interesting. They can be combined with Diplomas.

Apprenticeships allow students to learn at work and gain qualifications. The number and range of Apprenticeships is increasing hugely so 1 in 5 will take this route by 2020.

This is for learners not ready for a full level 2 qualification and include a mix of learning to suit the individual.

Higher or Advanced Diploma

GCSE / A Level

Apprenticeship

FoundationLearning Tier

Functional Skills and Personal,Learning and Thinking Skills

There are, of course, many other optionsafter you turn 18, including a gap year and volunteering

Well before the decision points information and advice will be critical to guide young people to make the best choice for them in relation to their prior learning.Some students may change paths at 17 becausethere are more one year courses available after 16.

CONSIDEROPTIONS

For further Information, please visit www.dcsf.gov.uk/14-19i

CONSIDEROPTIONS

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CONSIDEROPTIONS

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What is a Diploma equivalent to?

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Name Level Equivalency

Foundation Diploma 1 • 5 GCSEs at level 1 (e.g. 5 x D-G)

HigherDiploma 2

• 7 GCSEs at level 2 (e.g. 7 x A*-C)• Apprenticeship

Advanced Diploma 3• 3.5 A-levels• Advanced Apprenticeship

Progression Diploma 3 • 2.5 A-levels

Changes to GCSENew assessment objectives:

Changes to GCSEHow questions will change:

• Less structure

• Choice of approaches

• Link areas of mathematics

New pilot of a pair of GCSEs

• Each is distinctive and of comparable demand • Together cover the programme of study • 3 year pilot beginning 2010 alongside new GCSE• Independent evaluation• Ministerial decision about roll out (2015 at the earliest)• ACME and JMC involved in development• All three Unitary Awarding Bodies to offer pilot pair

Single GCSE

Ofqual’s permitted overlap

30%

Number, graphs, geometry, …

Distinctive content

Applications of mathematics

Statistics, measures

Methods in mathematics

Algebra, geometry, probability

Additional distinctive content

Applications of mathematics

Financial & business applications Linear programming

Methods in mathematics

Tiling patterns, proof

Two GCSEs

Applications of Mathematics Methods in Mathematics

Why change level 3 mathematics?

• All other GCEs were reviewed in 2006 to assess concerns about the burden of assessment and stretch and challenge

• The multiplicity of routes to GCE mathematics, whilst statistically equivalent are not perceived equal by end users

• It is possible to get an A level with four AS and just two A2 units, consequently A* will be based on just C3 and C4 (first award in summer 2010)

• Some assessment objectives (AO4 and AO5) have very low weightings and there is limited coverage of proof and mathematical argument (AO2).

• There is a complex grading system in place for mathematics and further mathematics because of the shared applications units.

Proposed Changes to Level 3 mathematics

• Mathematics (first taught September 2012)• Further mathematics (first taught September 2012)• Use of Mathematics (first taught September 2011)• Use of Statistics (first taught September 2011)

GCE mathematics

• GCE AS and A level mathematics should be stand-alone qualifications with no units shared with further mathematics

• GCE A level mathematics should consist of four units (two at AS and two at A2)

• The pure mathematics content should be prescribed and remain generally as at present

• The applications content should be prescribed, covering aspects of mechanics, statistics and decision mathematics, and build on the pure content, particularly at AS

• There should no longer be a requirement for a non-calculator paper or to memorise formulae

• There should be a greater emphasis on problem solving, modelling and mathematical communication

Assessment Objectives

GCE further mathematics

• GCE A level further mathematics should remain at six units (to minimise disruption to the teaching of further mathematics and the work of the Further Mathematics Network)

• There should be one unit's worth of common pure content at AS and at A2

• Students should continue to select from a wide range of pure mathematics and applications units to meet their own needs

• There should be a greater emphasis on problem solving, modelling and mathematical communication

• The content of GCE AS level further mathematics will not be dependent on the content of GCE AS level mathematics, to allow concurrent teaching

Issues for the consultation

• Should GCE mathematics and further mathematics be separate?• Should AEA or an equivalent be developed for the new suite of

qualifications?• Should A level Use of Mathematics continue as a pilot qualification?• Should GCE statistics be replaced with GCE Use of Statistics requiring

controlled assessment at both AS and A2?• Will the proposals provide a coherent set of pathways for level 3

mathematics?• Will the proposals increase participation in mathematics at level 3?

Please respond to the consultationwww.qca.org.uk/qca_21230.aspx

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Session 2 – Day to day APP

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Gap Task

In pairs or groups:

• What went well and what were the issues?

• What evidence did you use and was this the most useful?

• What might you do differently next time?

• Were there any implications for teaching and learning in your department?

• Next steps – How might you ‘convince’ your department?

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Three viewpoints of assessment

Day-to-day Learning objectives made explicit and shared with pupilsPeer and self-assessment in usePupils engaged in learning and given feedback

Periodic Broader view of progress for teacher and learnerUse of national standards in the classroomImprovements to medium-term curriculum planning

Transitional Formal recognition of pupils’ achievementsReported to parents/carers and next teacher(s)May use external tests or tasks

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How do we as teachers have a knowledge of the pupils’ understanding of the crucial aspects of the curriculum which are described through the assessment criteria?

Day to day APP/AfL

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Role Play Activity

• Work in pairs and decide who is taking the role of the teacher and the other the learner.

• The objective is for the teacher to identify the misconception or difficulty through questioning

• Agree a curricular target for the learner

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Next Steps

• As a result of today’s session, what changes now need to happen?

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APP district meetings

• 8 districts + high/middle cluster meeting

• Involving English, Maths, Science and ICT

• Supported by two consultants per subject

• Twice each year – autumn and spring terms

• Focus on moderation and standardisation

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SLDMs

Autumn Term 200910th November 2009 – Kingston

MAN 43902 and MAB44002 or11th November 2009 – Seabridge

MAN 43901and MAB44001

Spring Term 2010Highs - 3rd March 2010 – Kingston

MAN44201 and MAB44101

Middles - 11th March 2010 – Kingston MAN44301

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‘I know I’m a better mathematics teacher. I assumed pupils understood because they got answers right in their books or in tests, but this kind of conversation has opened my eyes to misconceptions and misunderstandings that might otherwise have remained hidden.’

Documents

Subject Leaders’ Development Meeting Mathematics