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# PAM Maths

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### PAM Maths

1. 1. A minimum 3 levels progressFOR ALL PUPILSWe’ll get you there
2. 2. What’s the issue? Not all pupils are making at least 3 levels progress. And most progress happens in Years 2 & 6. Some pupils go back over, stand still or make muchslower progress in the in-between end of key stage years!What should I do? Start by setting the Long Term Targets for all pupils by usingour formula click on this link (SETTING TARGETS) The formula assumes at least 4 sub levels progress in KS1 and 7sub levels in KS2. At KS2, that translates to 1 sub level in Yr 3and 2 sub levels in each of the Years 4, 5 & 6.
3. 3. How do pupils know what progress theyare making against their targets? Read this slide then click through to the PUPIL TRACKING SHEET.These are available L1-L6 The tracking sheet shows what level and sub level that Abigail wasassessed at the end of the previous year (ie level 3A), and where theteacher for the new academic year has to get the pupil to (ie 4B)– as a minimum expectation ie their end of year target Underneath, is the APP criteria at the level that the pupil is working &will be formally assessed against once every half term, so that thepupil’s progress towards the target is measured regularly How much progress is being made - and how quickly - can be seensimply & clearly by both pupil and teacher.
4. 4. How does the tracking sheet work? Use the Half Termly Tests provided (click here to seean example of one). There are 6 of these (one per halfterm) at every level (L1-6). Answer sheets areprovided. Give each pupil the single level test that they arecurrently operating within They take an hour for pupils to complete. Eachquestion tests a specific criteria. ie Q1 tests APPcriteria 1; Q2 tests APP criteria 2 etc…. If a pupil gets the question completely right, you put across in the corresponding cell on the tracking sheet; aline if partially right and a dot if wrong.
5. 5. How do I award a level from the test? Count the number of crosses awarded on the halftermly test. Then put that number in the single rowtable at the bottom of the tracking sheet and thatshows where they are to a sub level The teacher & pupil can now see how many morecrosses is needed on the next helf termly test (ie insix weeks time) to move up into the next sub level The teacher goes to the lines on the tracking sheet toidentify 4 or 5 targets that the pupil will keep for thenext half term - knowing that if these can beconverted into crosses by the time of the next halfterm test, the pupil will have moved up a sub level. Use this Pupil Target Sheet (click here to see) to cutand paste the pupils’ targets onto. They become theirMaths targets for the next half term
6. 6. How are Maths targets achieved? Pupils take out their Target Sheet every time they doMaths so the teacher doesn’t have to commiteveryone’s individual targets to memory The teacher teaches the scheme as normal but findsthe time when teaching to discuss targets with pupils So does the Teaching Assistant But the main way to help pupils is to give them aWeekly Basic Skills Assessment. (click here to seean example of one) There are 15 of these at everylevel (L1-6) and 15 at every bridging level eg L4/5 The pupils take the weekly basic skills assessmentsin class at the level or bridging level they arecurrently working at. They get a chance on these assessments to get righttheir target questions. They also get the chance to keep getting right thosequestions they’ve previously been getting right
7. 7. Are the weekly basic skills a test?No - they are assessments NOT tests. Pupils get help from the teacher & TA while theyare doing them - they only take 20 minutes And answer sheets are provided - so pupils, ortheir marking partner, can mark them The idea is to learn through their assessment Further help to achieve their targets is given topupils through use of Prompt Sheets Give pupils the prompt sheet at the level they areworking at (click here to view an example of aprompt sheet). These are available for Ls 3-6 Pupils use the prompt sheets to learn forthemselves how to answer their target questions The prompt sheets are great for homework Parents love using them to help their children There is no need to record the results of theweekly skills assessments, but click here for anexample of a record sheet should you wish to
8. 8. Are the pupils put in sets for Maths ?No - but once a week, in a specially timetabledslot, they go to BIG MATHS Here, teachers and TA s are all assigned a group ofpupils who arrive with the Basic Skills assessment thatthey completed earlier in the week in their own class So everyone in any of these groups will have takenthe exact same assessment that week This means that the person leading the group can gothrough the assessment question by question Then teach to the misconceptions that are identifiedthrough this process ie those areas that a significantnumber of pupils got wrong Next week, in class, when the pupils take their nextweekly basic skills assessment, they will have a muchbetter chance of getting right the questions they’dpreviously got wrong & achieve their targets And the process repeats itself (remember, there are15 of these assessments at each level and bridginglevel - so you shouldn’t run out of assessments).
9. 9. How do I identify gaps in pupils’ learning? Dot line & crosses from half termly tests are copied andpasted onto this Maths class record. (click here to viewMaths Class Record) These are for the teacher to maintain an overview of classperformance They identify gaps in T&L, which inform planning. Teachers use these assessments to change what wasplanned to teach. Now teaching to the gaps in learningidentified by the assessments. The scheme isn’t abandoned, just modified to address gapsin pupils’ learning. We teach the pupils not the scheme! They also give an indication of ability groups to informclass organisation and differentiation and show thechildren requiring intervention and extension work.
10. 10. What do I do about the gaps in pupils’ learning? To view the whole Maths class record Click here You can see the areas highlighted in yellow arewhole class weaknesses Ratio, for example, shows only two pupils gettingthat question right - why not teach ratio in yourmental/oral starters over the next two weeks? There’s a whole area, Shape and Space (APP criteria14-18), in yellow. Another class weakness - why notteach this as a mini topic Areas highlighted in blue show a smaller numberof pupils not getting it eg APP criteria 4 These can be dealt with through a more personalisedintervention 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 turnas many lines and dots into crosses as possible So the whole class record sheet replaces your markbook. And it restarts after every half term test.
11. 11. Impact in schools using this approachY6 results were our best ever this year with APS scores well above lastyear and the national average. The best thing was all the childrencould tell you what they had to do to improve. (Sarah Knowles, HT)Our SATs results are great news for us; up by 25 – 35%. Thanks foreverything, as you can see it’s had a massive impact! (C. Coleman HT )Y6 had just 12 weeks of using the AM programme. KS2 results showeda 25% increase at L4+ in Maths. (James Kendall, HT)Last January we began to adopt AM systems and principles in ourteaching of maths. As a result of AM outcomes in Maths rose from68% to 84% (L4+) and from 16% to 37% (L5)! A fantasticachievement and one we all proud of. (Bill Aylett, HT)
12. 12. SATs 2011Subject Year L4+ L5 Year L4+ L5Maths 2011 91% 44%Things just get better and better here! (Cheriton Primary: Kent)Subject Year L4+ L5 Year L4+ L5Maths 2009 65% 24% 2011 83% 41%We are convinced AM has been the single most effective method we have implemented forraising standards. Thank you so much for unlocking the secret for us. (Field End Junior: Ruislip)Subject Year L4+ L5 Year L4+ L5Maths 2010 49% 2011 80%Our SAT results are so much better than ever before. HMI are impressed with the impact of AM and thekids absolutely love it! (West Melton Junior: Rotherham)
13. 13. SATs 2011Subject Year L4+ L5 Year L4+ L5Maths 2010 49% 2011 73%We just wish we had started the Literacy at the same time. (Salmestone Primary: Margate)Subject Year L4+ L5 Year L4+ L5Maths 2010 47% 5% 2011 91% 20%From second poorest in the country to one of the best inside a year! (Academy 360: Sunderland)Click here to find out how I orderthese Maths products for use inmy own school