Maximising Achievement in Mathematics
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1 Slide 1 Maximising Achievement in Mathematics INFORMATION FOR PARENTS YEAR 9 17 November 2015 Miss Devrell- Lead Teacher for Mathematics
2 Slide 2 WHERE ARE STUDENTS NOW? Year 9 Transition from key stage 3 mathematics to GCSE mathematics. There is a new national GCSE mathematics curriculum. Along with the government agenda for education at the moment, it contains more challenging content and a focus on fluency, reasoning and problemsolving. We have been working hard to ensure that our students are wellequipped to deal with these changes. The government have finally confirmed the details regarding content and style of examinations (July 2015). All assessments are in the style of the new GCSE and are now graded 1-9 using new GCSE criteria. Breadth of topic areas studied: Number, Ratio and Proportion, Algebra, Geometry, Statistics, Probability
3 Slide 3 BASELINE ASSESSMENT OCTOBER 2015 All students in years 9 and 10 took a baseline assessment at the start of term consisting of three papers. This enabled students to experience what a real GCSE paper would be like and allowed them and staff to identify each student s areas of strength and development. Students received their marked papers and have had lesson time in addition to their personal study time addressing some of their targets. The grade that students scored on this examination was not the key focus; it was to see what the students could do already, to give them the experience of trying the questions and to allow them to become familiar with the style of questions. The grade that students score on this examination is not reflective of what they will achieve at the end of year 11, as there are still 2 years of new learning remaining.
4 Slide 4 GROWING MATHEMATICIANS What are we, as the mathematics department, doing to help grow mathematicians equipped to face the new challenging GCSE? How can you help at home?
5 Slide 5 GROWING MATHEMATICIANS A MASTERY CURRICULUM Recently, there has been a lot of national research into mastery and the success of this approach in other countries The essential idea behind mastery is that all children need a deep understanding of the mathematics they are learning.
6 Slide 6 1.A mastery approach; a set of principles and beliefs. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither born with the maths gene nor just no good at maths. With good teaching, appropriate resources, effort and a can do attitude all children can achieve in and enjoy mathematics.
7 Slide 7 2. A mastery curriculum. One set of mathematical concepts and big ideas for all. All pupils need access to these concepts and ideas and to the rich connections between them. There is no such thing as special needs mathematics or gifted and talented mathematics. Mathematics is mathematics and the key ideas and building blocks are important for everyone.
8 Slide 8 3. Teaching for mastery. A set of pedagogic (teaching) practices that keep the class working together on the same topic, whilst at the same time addressing the need for all pupils to master the curriculum. Challenge is provided through depth rather than acceleration into new content. More time is spent on teaching topics to allow for the development of depth. Carefully crafted lesson design provides a scaffolded, conceptual journey through the mathematics, engaging pupils in reasoning and the development of mathematical thinking.
9 4. Achieving mastery of particular topics and areas of mathematics. Mastery is not just being able to memorise key facts and procedures and answer test questions accurately and quickly. It involves knowing why as well as knowing that and knowing how. It means being able to use one s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations. Slide 9
10 Slide 10 GROWING MATHEMATICIANS The scheme of work for year 9 Gives time to delve deeper and to understand the how and the why Gives opportunities to all children to meet and understand each topics covered Allows greater links to be made across topic area
11 Slide 11 GROWING MATHEMATICIANS PROMOTING A GROWTH MINDSET All students cover exactly the same topics, just to a level that is appropriate for them The new national mathematics GCSE has been designed to be more challenging. The questions assess problem-solving skills and resilience. They are deliberately designed so that they will not be straight forward for any child.
12 Slide 12 GROWING MATHEMATICIANS Features of growth mindset: Ability is not fixed, but we can build our abilities Focus on the importance of learning and the process effort is the way to grow Understanding that setbacks are a part of growth (display resilience) Research shows that students with a growth mindset progress better over time than those with a fixed mindset
13 Slide 13 be encouraged to talk about mathematics and have the skills to do so; be given opportunities that ask for thinking and reasoning and exploring mathematical concepts; consolidate ideas and develop fluency through meaningful practice; develop a growth mindset and lose the fixed mindset; collaborate when learning; GROWING MATHEMATICIANS Mathematically resilient learners must: have choice, independence and the opportunity to experiment, make mistakes and grow as a mathematician.
14 Slide 14 FURTHER ASSESSMENTS There will be further internal assessments (one each half term) between now and year 11, so that students have regular opportunities to practise examination-style problems. The next assessment will take place on Tuesday 8 th December and will cover NUMBER. Students have covered number topics since September. There will be end of year examinations in June
15 Slide 15 YEARS 10 AND 11 Students continue to study the breadth and depth of GCSE mathematics, gradually working towards their target grade by the end of year 11. Mathematics is a cumulative subject students need to draw on prior knowledge at all levels in order to be able to understand the next concept. The GCSE examinations are taken at the end of year 11.
16 Slide 16 Two tiers of entry: Higher (grades 9-4) Foundation (grades 5-1) TIER OF ENTRY Students will be entered for the tier that gives them the best possible chance of achieving their potential based on their target and ability. All students follow the same SoW but will go into the topic in varying depth. The decision for tier of entry will be made in year 11. For some students, studying for foundation tier is the best way to ensure that they can achieve a grade 4 or 5 in mathematics grade 5 is the likely benchmark that will be needed for many further education providers and employers, and can still be accessed on foundation tier.
17 WHAT EXTRA SUPPORT WILL STUDENTS RECEIVE? Students can request a study support with their teacher if they feel that they need extra help. Individual mentoring for identified pupils study supports and intervention work, can be requested (or assigned) to address misunderstandings. Designated teachers to support underachieving pupils (SASMs, mathematics mentor). Login for mymaths website lesson to support learning and homework. Login for mathswatch website- videos and worksheets to support learning and homework. Extensive revision programme for all exams Other resources will be available to support independent revision as your child progresses through years 10 and 11. Slide 17
18 We are currently working on producing Grade Exemplars for each topic for students and parents to further support revision and independent work Slide 18
19 Slide 19 HOW CAN YOU HELP? Ensure that homework is attempted. Encourage your child to have a growth mindset and positive approach towards their mathematics work, even though it is challenging! Ensure that your child has and uses all of the mathematical equipment they need (calculator, ruler, compass, protractor). Encourage your child to make use of all of the resources available and work independently on mathematics at home. login: tudor password: graph Login 13SurnameI Password: mathswatch Centre ID: tgacademy
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