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APP and Mathematics: Summer term 2009

APP and Mathematics: Summer term 2009

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APP and Mathematics: Summer term 2009

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  1. APP and Mathematics:Summer term 2009

  2. 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.

  3. 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?

  4. What do you think….? • APP cannot work successfully without AfL. • APP should be used to agree what NC levels of attainment look like in terms of skills, knowledge and understanding. • The use of APP has emphasised the need to ensure that planning from the Primary Framework is being embedded across school. There will always be a need to link back from assessment outcomes to framework learning objectives. • The APP process for all doesn’t mean APP Guidelines for all. • The APP process of making judgements based first on AFs and then best fit across the whole target should be adhered to.

  5. What do you think? • Evidence must be in range of forms and from a range of contexts. • There are inherent dangers in the process becoming a “tickbox” process. • Without standardisation and moderation, the process is meaningless. • Time is needed in school to carefully plan the approach to implementation and staff training in order to make the process manageable and meaningful. • The need for planned independent and guided work is paramount.

  6. Where are the opportunities to gather the evidence in the teaching and learning cycle?

  7. Reminder of the APP Process • Teachers select a sample of pupils who are representative of the whole class. (6 pupils suggested) • Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus • They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet • Annotated examples of pupils’ work provide reference points for teachers (standards files)

  8. The APP process

  9. Making judgements • Collects together: • children's work • any other evidence • assessment guidance materials • standards files 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

  10. Standardisation • The standards files enable classroom teachers to have a common understanding of different levels, and the nature and demands of the AFs that underpin each one. There are different ways of using the standards files: • to standardise judgements, that is, to ensure that teachers' judgements are in line with national standards before making assessments. • as a reference when assessing your own pupils.. • to support moderation activity. • to clarify what it means to make progress. • to exemplify the APP approach.

  11. Using the standards files…. Task: Examine the standards file for Hannah. Note down the range and types of evidence gathered • Are there any missed opportunities? • What are the implications for recording?

  12. Contexts for gathering evidence in maths Mental oral starters Practical activity ICT Written exercises Feedback from marking Group work/Guided group work Extended conversations Peer and self evaluation Plenary feedback

  13. What might it look like? 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.

  14. Gathering the evidence: the challenges • Where do you think there may be common gaps in mathematics evidence? Why? • For areas of mathematics where it is hard to gather evidence, how could this be addressed? What support may be needed?

  15. For each area of mathematics, what does the child demonstrate in terms of: - How much of the level? - How consistently? - How independently? - In what range of contexts?

  16. Remember..... • Key question 1: What will help you confidently and qualitatively describe what a child can do in maths and where they need to go next? • Key question 2: How do we make this manageable for staff? One bite at a time, building on existing good practice in school, introducing new practice which is high value and manageable.

  17. Session 3: Progression in maths - fractions

  18. Objectives • To examine the progression in a key area of Number (fractions) in APP, and the implications for teaching and learning.

  19. Meeting the challenges of teaching and learning… • Is there sound subject knowledge and understanding of progression? • Is previous learning taken into account and built on? • Are the teaching and learning styles and groupings fit for purpose? • Does AfL underpin the teaching and learning at all stages of the lesson? • Is there an awareness of potential misconceptions and flexibility to deal with same? • Are a range of models used to demonstrate concepts? • Are links made to other concepts? • Are links made to real life? Will children enjoy and achieve?

  20. Fractions: level progression… 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 equivalent. 4 Recognise approximate proportions of a whole and use simple fractions and percentages to describe these. 5 Use equivalence between fractions and order fractions and decimals; Reduce a fraction to its simplest form by cancelling common factors.

  21. Fractions: Issues and challenges… • Discuss on your tables the challenges for teachers and learners in making progress in the understanding of fractions…

  22. Misconceptions and misunderstandings… 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.

  23. Say what you see…

  24. Say what you see…

  25. Say what you see

  26. A half is….. 43 £3.65 What is the whole…?

  27. Equivalence = equal value • Fraction notation – representing proportions such as scores/results of surveys etc. • Shapes and sizes as shown for example by fraction walls, cuisenaire rods, divided cakes/pizzas/oranges. • Conversion of fractions to decimals and percentages, and application of this equivalence to finding proportions of quantities.

  28. Say what you see

  29. Say what you see

  30. Problems to think about • I have seven bananas for four people. How can they have an equal share? • Today our teacher gave us 14 spellings and I got 10 right. Last week she gave us 20 spellings from the same list and I got 10 right. Am I making any progress? • There are five people coming to my party and I have to make party bags containing toys, balloons, sweets and cake. What will I need to do? • We are halfway there on the road to the campsite, 60 km away. Our friends who are going on holiday with us are three quarters of the way there, and the campsite is 100 km from their house. Who is nearest to the campsite? • Would you rather have a third of £150 or half of £120?

  31. Fractions: strengthening learning… • What do I know already? • What links can I make to other areas of maths? • Where are the real-life applications? • What models and images will strengthen my understanding? • What are my next steps in learning? excellence…..enjoyment.….achievement

  32. Session 4: Planning for implementation

  33. APP Action Plan The development of AfL with APP

  34. APP Timeline Autumn 2009 Spring 2010 Summer 2009 Where do you want to be by Spring 2010?

  35. APP Timeline Autumn 2009 Spring 2010 APP in place for writing Summer 2009 Where will you need to be in Autumn 2009 to reach your 2010 target?

  36. Summer Term 2009 Autumn Term 2009 Spring Term 2010 CPD developing the PROCESS and UNDERSTANDING of APP Training Day INSET Key Subject Levelling using Training Files INSET Key Subject Progression using Standards Files INSET Key Subject Familiarise with AFs & Standards Files INSET Key Subject Levelling using Training Files Training Day Key Subject Levelling using Training Files INSET Key Subject Levelling using Sample Pupils and Standards Files INSET Key Subject Moderating using Sample Pupils and Standards Files Training Day Key Subject Gathering Evidence Gather Evidence for sample pupils What subject knowledge or teaching strategies for the Key Subject will your staff need to develop the cycle of effective day to day planning, teaching and assessment ? INSET Key Subject ? Training Day Key Subject Guided work? Planning? Interventions? INSET Key Subject ? INSET Key Subject ? CPD developing the TEACHING and LEARNING of the Key Subject

  37. PROCESS Familiarisation with AFs & Standard files Practice in levelling Standard files using APP guidelines Evidence gathering Marking Record keeping Assessment using sample pupils Moderation • PEDAGOGY • Planning from the • framework with • Emphasis on AT1 in • number • Developing Guided • sessions in; • Reading • Writing • Mathematics • PROFESSIONAL • DEVELOPMENT • Whole school INSET • Coaching • Modelling • Mentoring • Lesson observation • Area network meetings • Mini networks

  38. Networking time…