• Save
SAM Maths
Upcoming SlideShare
Loading in...5
×
 

SAM Maths

on

  • 778 views

 

Statistics

Views

Total Views
778
Views on SlideShare
487
Embed Views
291

Actions

Likes
1
Downloads
0
Comments
0

2 Embeds 291

http://www.assertivementoring.com 290
http://assertivementoring.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • There’s always something to look forward to in our job!If asked to describe your job in one adjective we would get everything from Rewarding, Exciting, Exhausting, Frustrating, Depressing but we would never get Boring.APP alone presents a huge challenge (have seen tears in staffrooms)New Ofsted 250 schools into special measures in first 3 monthsAM will address all and much more besides.

SAM Maths SAM Maths Presentation Transcript

  • A minimum 3 levels progress FOR ALL PUPILS We’ll get you there
  • What’s the issue?  Not all pupils are making at least 3 levels progress.  And most progress happens in Year 11.  Some pupils make much slower progress in the other years, particularly at KS3! What should I do? Start by setting the Long Term Targets for all pupils by using our formula click on this link (SETTING TARGETS) The formula assumes at least 6 sub levels progress in KS3 and a further level at KS4. At KS3, that translates to 2 sub levels in Yrs 7, 8 & 9
  • How do pupils know what progress theyare making against their targets? Read this then click here for the PUPIL TRACKING SHEET.These are available L1-L8 The tracking sheet shows what level & sub level that Abigailwas assessed at the end of the previous year (ie 3A), & wherethe teacher for the new academic year has to get her to by theend of that year (ie 4B) as a minimum expectation. Underneath, is the APP criteria at the level that the pupil isworking at & will be formally assessed against once every halfterm so that the pupil’s progress towards the target is measuredregularly How much progress is being made - and how quickly - can beseen simply & clearly by both pupil and teacher.
  • How does the tracking sheet work? Use the Half Termly Tests provided (click here to see an example of one). There are 6 of these (one per half term) at every level (L1-8). Answer sheets are provided. Give each pupil the single level test at the level which you think that they are currently operating They take an hour for pupils to complete. Each question tests a specific criteria. ie Q1 tests APP criteria 1; Q2 tests APP criteria 2 etc…. If a pupil gets the question completely right, you put a cross in the corresponding cell on the tracking sheet; a line if partially right and a dot if wrong.
  • How do I award a level from the test? Count the number of crosses awarded on the half termly test. Then put that number in the single row table at the bottom of the tracking sheet & that shows where they are to a sub level The teacher & pupil can now see how many more crosses ire needed on the next helf termly test (in six weeks time) to move up into the next sub level The teacher goes to the lines on the tracking sheet to identify 4 or 5 targets that the pupil will keep for the next half term - knowing that if these can be converted into crosses by the time of the next half term test, the pupil will have moved up a sub level. Use this Pupil Target Sheet (click here to see) to cut and paste the pupils’ targets onto. They become their Maths targets for the next half term
  • How are Maths targets achieved? Pupils take out their Target Sheet every time they do Maths so the teacher doesn’t have to commit everyone’s individual targets to memory The teacher teaches the scheme as normal but finds the time when teaching, to discuss targets with pupils So does the Teaching Assistant But the main way to help pupils is to give them a Weekly Basic Skills Assessment. (click here to see an example of one) There are 15 of these at every level and 15 at every bridging level eg L4/5 The pupils take the weekly basic skills assessments in class at the level or bridging level they are currently working at. They get a chance on these assessments to get right their target questions. They also get the chance to keep getting right those questions they’ve previously been getting right so that learning isn’t lost
  • Are the weekly basic skills a test?No - they are assessments NOT tests. Pupils get help from the teacher & TA while they are doing them - they only take 20 minutes And answer sheets are provided - so pupils, or their marking partner, can mark them The idea is to learn through assessment Further help to achieve their targets is given to pupils through use of Prompt Sheets Give pupils the prompt sheet at the level they are working at (click here to view an example of a prompt sheet). These are available for Ls 3-8 Pupils use the prompt sheets to learn for themselves how to answer their target questions The prompt sheets are great for homework Parents love using them to help their children For an example of a record sheet for the weekly basic skills assessments click here
  • How do I identify gaps in pupils’ learning?  Dot line & crosses from half termly tests are copied and pasted onto this Maths class record. (click here to view Maths Class Record)  These are for the teacher to maintain an overview of class performance  They identify gaps in T&L, which informs planning.  Teachers use these assessments to change what was planned to teach. Now teaching to the gaps in learning identified by the assessments.  The scheme isn’t abandoned, just modified to address gaps in pupils’ learning.  We teach the pupils not the scheme!  They also give an indication of ability groups to inform class organisation and differentiation and show the children requiring intervention and extension work.
  • What do I do about the gaps in pupils’ learning?  To view the whole class record sheet Click here  You can see the areas highlighted in yellow are whole class weaknesses  Ratio, for eg, shows only two pupils getting that question right - why not teach ratio in your mental/oral starters over the next two weeks?  There’s a whole area, Shape and Space (APP criteria 14-18), in yellow. Another class weakness - why not teach this as a mini topic  Areas highlighted in blue show a smaller number of pupils not getting it eg APP criteria 4  These can be dealt with through a more personalised intervention by the teacher  Or why not ask the TA to tackle some of these  Your aim is to ensure over a half term, that you turn as many lines and dots into crosses as possible  So the whole class record sheet replaces your mark book & restarts after every half term test.
  • What about Key Stage 4?These resources are now available for KS4 as well.
  • How Can I Get the Resources? Click here to find out how I order these QuickTime™ and a Maths products for decompressor use in my own are needed to see this picture. school. Click here to view next training events.