mathematicsgloucestershire everybody counts

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mathematics_at_gloucestershireeverybody counts
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In 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?
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Mr 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

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The 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).

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The 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?

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Reflection

• 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?

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The 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?

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The 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?

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Aims 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

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Aims of the day

• What will APP look like in your classrooms?

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What 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

• Group work
• mysteries

• ICT

Structure of the lesson what counts?
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Making 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

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Scenarios
Note at levels 5 and 6 weightings are 45, 20,
20, 15
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Tracking 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

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Planning for assessment

• Renewed framework resources Year 6 Block E Unit
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• objective overview pitch expectations
  slick jim fdp converter fractions-2

• Progression Maps

• Overcoming barriers moving children from L3 to
  level L4

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Next 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