Title: mathematicsgloucestershire everybody counts
1mathematics_at_gloucestershireeverybody counts
2In your cluster groups
Calton Junior Robinswood Community St James CofE
Junior Grange Linden
Christ Church CofE Rowanfield Junior St Thomas
More Catholic
Bourton on the Water Longborough CofE Stow on the
Wold Temple Guiting
Parkend Tutshill CofE Woolaston
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Barnwood CofE Brockworth Churchdown Parton
Manor Hempsted CofE Heron Longlevens
Junior Norton CofE St Marys Catholic
Blue Coat CofE Hillesley CofE Kingswood North
Nibley CofE Slimbridge Stone with Woodford
CofE The British
Bisley Blue Coat CofE Bussage CofE Chalford
Hill Eastcombe Minchinhampton Oakridge
Parochial Thrupp
Cam Hopton CofE Cam Woodfield Junior Dursley
CofE Eastington Lakefield CofE Leonard Stanley
CofE
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Look at the 3 packs of coloured strips of card
which times tables do you have?
3Mr de Bonos hats
- Confusion about which grid to use
- Workload worries
- What does it look like in class?
- A level is a level
- Gives a clear understanding of where a child is
- Another initiative at the same time as the
renewed framework
4The 325 model
- What is APP?
- What will APP look like?
- Who will be APP-ed?
- APP is a systematic approach to periodic
assessment that provides - diagnostic information about individual pupils
strengths and weaknesses to improve teaching and
learning - an overview of pupils progress in relation to NC
levels in mathematics (throughout KS2).
5The 325 model
- Do teachers know that assessment criteria have
been defined? - Do teachers know why the assessment criteria have
been defined? - Have the assessment criteria been mapped onto
planning documents? - Do teachers know how they are going to assess
these criteria? - Do teachers know how they are going to record
(and use) their assessments?
6Reflection
- Have any assessment criteria popped up?
- Can you RAG-rate these criteria for any pupils in
your class?
- What happened to make these opportunities arise?
7The 325 model
- Do teachers know that assessment criteria have
been defined? - Do teachers know why the assessment criteria have
been defined? - Have the assessment criteria been mapped onto
planning documents? - Do teachers know how they are going to assess
these criteria? - Do teachers know how they are going to record
(and use) their assessments?
8The 325 model
- Do teachers know that assessment criteria have
been defined? - Do teachers know why the assessment criteria have
been defined? - Have the assessment criteria been mapped onto
planning documents? - Do teachers know how they are going to assess
these criteria? - Do teachers know how they are going to record
(and use) their assessments?
9Aims of the day
- What will APP look like in your classrooms?
- Who will be APP-ed in your school?
- Have time for planning and reflection
10Aims of the day
- What will APP look like in your classrooms?
11What counts as evidence for assessment?
- Role of the teacher
- Surprise!
- odd even coordinates
- Provide opportunities for children to learn
through thoughtfully facilitated and supported
questioning and dialogue - killer questions assess review
thinking for ourselves
Structure of the lesson what counts?
12Making a judgement
APP handbook - flowchart
- Mathematics single level tests
- 50 minutes (25 minutes non-calculator and 25
minutes calculator) - Level related performance guided by APP
descriptions and KS2 and KS3 National Curriculum
programmes of study - Balance of attainment targets at levels 3 and 4
is 2521 - At levels 5 and 6 the balance is 4943
13Scenarios
Note at levels 5 and 6 weightings are 45, 20,
20, 15
14Tracking for progress
- Which grid?
- APP A4 MGP A3 glosmaths e-markbook
glosmaths A4 - Which pupils?
- taking a sample
- Key messages for schools
- No aural mental test because of multiple level
administration - Mental mathematic strategies will be needed for
non calculator paper - Pupils cannot have a calculator at the time they
are completing the non calculator paper - KS2 and KS3 programmes of study are slightly
different at level 5 - Level 5 paper will cover algebra and probability
15Planning for assessment
- Renewed framework resources Year 6 Block E Unit
1 - objective overview pitch expectations
slick jim fdp converter fractions-2
- Overcoming barriers moving children from L3 to
level L4
16Next steps
- Which pupils?
- Which grid?
- Develop APP in your schools with other KS2
teachers
- Cluster representatives
- Cluster meetings
- Teaching Level 5 algebra and probability
- e-markbook www.glosmaths.org