APP and Mathematics: Summer term 2009. Objectives. To review the key principles of APP and AfL. To explore the range and types of evidence needed to support APP in mathematics. To plan for the implementation of APP in maths to raise standards. Reflect and review on mathematics in your school.
Where are you now?
What is successful and effective?
Are there any issues?
Where would you like to be with maths by end of Spring term 2010?
Identify borderline for attainment target
Look through the work for each AF until confident with the criteria that are ‘best fit’
Highlight applicable AF criteria and tick the level related box for each
Make an overall level judgement
There are different ways of using the standards files:
Task: Examine the standards file for Hannah. Note down the range and types of evidence gathered
Mental oral starters
Feedback from marking
Group work/Guided group work
Peer and self evaluation
Quality marked work cross referenced on APP Guidelines
Photographs of process/product – children at work/whiteboard copies.
Annotation of planning – achieved/not achieved/exceeded.
Post-it/label – recording a breakthrough moment/capturing verbal response etc.
AF ticked or highlighted – with codes for later discussion.
- How much of the level?
- How consistently?
- How independently?
- In what range of contexts?
One bite at a time, building on existing good practice in school, introducing new practice which is high value and manageable.
Will children enjoy and achieve?
Level Assessment criteria
1Begin to use the fraction, one half.
2 Begin to use halves and quarters and relate the
concept of half of a small quantity to the concept of half
of a shape.
3 Use simple fractions that are several parts of a whole
and recognise when two simple fractions are
4 Recognise approximate proportions of a whole and
use simple fractions and percentages to describe
5 Use equivalence between fractions and order fractions
Reduce a fraction to its simplest form by cancelling common
A half of any amount will always be bigger than a quarter of any amount
Fractions is all about shapes
The bigger the denominator the bigger the fraction
How can a quarter of 12 be 3? A quarter is less than 1!
If I can see 8 quarters in two cakes, and I eat two of the quarters then 2 out of 8 or 2/8 must be the same as a half.
Cutting a rope into three pieces gives three thirds
You cannot share 7 oranges equally between two people
If I run a race in half the time it took my friend, I must be a faster runner
If I give one quarter of my sweets away, and then half of the remaining sweets away, I must be left with one quarter of my sweets.
What is the whole…?
The development of AfL with APP
Where do you want to be by Spring 2010?
APP in place for writing
Where will you need to be in Autumn 2009 to reach your 2010 target?
CPD developing the PROCESS and UNDERSTANDING of APP
with AFs &
Gather Evidence for sample pupils
What subject knowledge or
teaching strategies for the
will your staff need to develop the cycle of effective day to day planning, teaching and assessment ?
CPD developing the TEACHING and LEARNING of the Key Subject
Familiarisation with AFs & Standard files
Practice in levelling Standard files using APP guidelines