New To Year 6 Numeracy Added

2,429 views

Published on

Published in: Business, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,429
On SlideShare
0
From Embeds
0
Number of Embeds
27
Actions
Shares
0
Downloads
17
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

New To Year 6 Numeracy Added

  1. 1. New to Year 6 25 th September Louisa Lochner- Primary Literacy Consultant [email_address] Kristy Perry- Primary Numeracy Consultant [email_address]
  2. 2. Aims <ul><li>To support teachers in Years 6 in the assessment, planning and teaching cycle </li></ul><ul><li>To identify effective learning and teaching strategies to help children to achieve age-related expectations in reading, writing and mathematics </li></ul><ul><li>To ensure teachers in Years 6 are familiar with a range of PNS material which can support their teaching and children’s learning </li></ul>
  3. 3. Celebrating Progress <ul><li>Only 63% of 11 year olds achieved level 4 or above in English in 1998, now the figure is 79%, with 83% attaining level 4 or above in reading </li></ul><ul><li>In mathematics, only 59% of 11 year olds attained level 4 in 1998, by 2006 this had risen to 76% </li></ul><ul><li>There is still more to do to ensure that all children are able to achieve their potential, particularly those children who face particular disadvantage and barriers to success </li></ul>
  4. 4. Tracking pupil progress
  5. 5. Tackling underperformance Who are the pupils? What can’t they do? How can we help them? Is it working?
  6. 6. Knowing your children (1) <ul><li>How many children do you predict will reach age-related expectations in reading, writing and mathematics by July 2007? </li></ul><ul><li>How many children are you aiming to move from “below” to “achieving” age-related expectations this year? </li></ul><ul><li>Does your prediction for the number of pupils expected to achieve level 4 in 2007 / 2008 match or exceed the school’s agreed target? </li></ul>
  7. 7. Knowing your children (2) <ul><li>How does each child’s current level compare to what they achieved: </li></ul><ul><li>- at the end of Year 2? </li></ul><ul><li>- at the end of the last school year? </li></ul><ul><li>Which children have made good progress over these timescales? Why? </li></ul><ul><li>What progress has been made by children achieving L2C at the end of KS1? Are there any differences in the progress they have made in reading, writing and maths? </li></ul><ul><li>Which children need to make accelerated progress in order to reach age-related expectations by July 2008? </li></ul>
  8. 8. Barriers to learning
  9. 9. Class teacher Simply enter each child’s name against their achievement at the start of the academic year and then enter the total number of children for each NC level NB If children arrive or leave throughout the academic year simply add/ delete and adjust the totals The potential on track indicates the number and percentage if the children in the Target Group make accelerated progress by the end of the academic year The totals are automatically calculated to show the number and percentage working at age-related expectations or above at the start of the academic year The number and percentage for the potential Level 5s are also calculated Using ongoing Teacher Assessment, update grids in the spring term At the end of the academic year enter the achievement for each child The end of year totals are automatically calculated
  10. 10. What next? Have all the target group achieved the age-related curricular target? What are the barriers to achievement that need to be addressed? How can I use whole class and group work to accelerate their progress? Class teacher Which interventions will best support the accelerated progress of this group? What are the key gaps in their learning? What did they achieve at the end of KS1? What about the children with SEN or more able?
  11. 11. PAT analysis
  12. 17. PAT analysis <ul><li>How did pupils perform in each subject attainment target? </li></ul><ul><li>How did pupils perform in each topic? </li></ul><ul><li>How did pupils perform in different questions? </li></ul><ul><li>Question the balance of pupil performance across AT’s, topics or AFs. Consider the reasons for this. </li></ul><ul><li>How can I see how individual pupils have performed? </li></ul><ul><li>Did my pupils attempt all the questions? </li></ul>
  13. 18. TASK analysis of Maths DATA in PAT?? <ul><li>Task linked to data analysis </li></ul>
  14. 19. <ul><li>Why undertake a question level analysis? </li></ul>
  15. 20. Some additional thoughts Performance in a test Teaching approaches Build on strengths Address weaknesses Share outcomes with pupils Praise pupils Personalised learning targets Ownership of goals Why that result? Review curriculum
  16. 21. Tackling underperformance Who are the pupils? What can’t they do? How can we help them? Is it working?
  17. 22. Achieving age-related expectations in Literacy
  18. 23. QCA analysis of 2006 SATs- Literacy <ul><li>Reading overview </li></ul><ul><li>Reading: reinterpreting meaning and finding evidence </li></ul><ul><li>Reading: Assessment focus 6 </li></ul><ul><li>Writing overview </li></ul><ul><li>Writing: Developing sentence structure and using a range of punctuation to support complex sentences CHECK WHAT YOUR DOING LOUISA </li></ul>
  19. 24. Helping pupils reach their target <ul><li>Guided reading </li></ul><ul><li>Guided writing </li></ul><ul><li>Booster classes </li></ul><ul><li>Maths </li></ul>
  20. 25. Using additional support and targeted resources – impact on planning, teaching and learning <ul><li>Selecting curricular targets which will have the greatest impact on progress and sharing them with children </li></ul><ul><li>Using additional targeted support, including new and existing resources in Y5/6 CD Rom </li></ul><ul><li>Providing opportunities to practise and apply knowledge, skills and understanding to secure learning </li></ul>
  21. 26. 4 strands <ul><li>Strand 7 Understanding and interpreting texts </li></ul><ul><li>Strand 9 Creating and shaping texts </li></ul><ul><li>Strand 10 Text structure and organisation </li></ul><ul><li>Strand 11 Sentence structure and punctuation . </li></ul>
  22. 27. Adjusting planning <ul><li>Do my current medium-term plans focus sufficiently on the gaps in children’s learning in order to secure improved knowledge, skills and understanding? </li></ul><ul><li>What adjustments need to be made to my planning? What do the children’s curricular targets need to be? </li></ul><ul><li>Which of the available resources are helpful to use with the whole class, with groups of children, or with individuals? </li></ul><ul><li>What will I do differently next week, the week after, as a result of today’s sessions? </li></ul>
  23. 28. <ul><li> </li></ul><ul><li>Overview </li></ul>QCA analysis of 2006 SATs- Numeracy Are there any areas that surprise you?
  24. 29. <ul><li>KS2 2007 Maths SATs Papers </li></ul><ul><li>Mental Maths Test </li></ul><ul><li>A lot of number facts the children had to learn </li></ul><ul><li>Very little using and applying </li></ul><ul><li>5 second questions would throw borderline level 4s </li></ul><ul><li>Need to know times tables </li></ul><ul><li>Paper A and Paper B </li></ul><ul><li>More of an emphasis on Data Handling and Shape & Space (key issue) </li></ul><ul><li>Representation of the data questions </li></ul><ul><li>Changing the way questions were written to assess pupil’s application </li></ul><ul><li>2 step word problems- not clear enough (incorporating Algebra) </li></ul><ul><li>Alot of questions in context so children have to use and apply (fractions) </li></ul><ul><li>Cross-curricular links with Science, reflective of framework </li></ul><ul><li>How to use tracing paper correctly </li></ul>
  25. 30. Teaching in Year 6 ‘ A Timeline’
  26. 31. autumn term summer ongoing activities Transfer and transition Preparation for SATs spring term Transfer and transition Y5 to Y6 summer Y5 Follow up transfer Overview of Y ear 6 teaching
  27. 32. <ul><li>A dapt your planning, teaching and assessment to meet the needs of children in your class </li></ul><ul><li>P rominently display curricular targets, success criteria and prompts to support the learning in classrooms </li></ul><ul><li>Set engaging home learning activities to consolidate the learning of the curricular targets set </li></ul><ul><li>Use ongoing day-to-day Teacher Assessment to provide focused feedback against the achievement of </li></ul><ul><li>the curricular targets </li></ul><ul><li>Encourage children to peer and self assess their own progress against the achievement of the curricular targets </li></ul><ul><li>Use ICT-based resources to help children to consolidate and practice key knowledge, skills and understanding </li></ul>ongoing activities
  28. 33. With Year 5 teacher 1. Compile pupil tracker information How many children are on track? How many should be on track? 2. Analyse QCA tests and children’s work What are key aspects of literacy and mathematics that need to be developed? 3. Map out possible use of wave 2 and 3 Interventions for year 6 4. Investigate further the specific aspects and possible barriers for groups/ individual through questioning, interviewing and work scrutiny 5. Review and set high-value age-related curricular targets 6. Differentiate the curricular targets for more and less able 7. Discuss curricular targets with all additional adults and share with parents/carers and children 8. Amend medium and short-term planning to ensure achievement of the curricular targets 9. Consider the use of ‘intervention’ to support the accelerated progress of groups/individuals 10. Review progress of groups and individuals against age related expectations 11. Update pupil tracker (if appropriate) 12. Carry out national tests and analyse performance and progress data and scripts 13. Plan and deliver units to support effective transition to next school 14 Provide next school/ class teacher with appropriate data and key information 15. Work with Year 5 teacher ( see above) Summer (Y6) Spring (Y6) Autumn (Y6) Summer (Y5)   SAT Preparation SAT Preparation Summer (Y6) Spring (Y6) Autumn (Y6) Summer (Y5)  
  29. 34. Year 6 Autumn Term <ul><li>Discuss and set numerical targets for end of year expectations with Senior Leadership Team </li></ul><ul><li>Set high-value age-related curricular targets based on key aspects of literacy and mathematics that need to be developed </li></ul><ul><li>Use the Primary Framework to amend medium and short-term planning </li></ul><ul><li>Consider the use of interventions to support the accelerated progress of specific groups/ individuals </li></ul><ul><li>Discuss the use of curricular targets with all additional adults and share with parents/ carers and children </li></ul>
  30. 35. Year 6 Autumn Term cont…. <ul><li>Set high-value age-related curricular targets </li></ul><ul><li>Use the Primary Framework to amend medium and short-term planning </li></ul><ul><li>Consider the use of interventions to support the accelerated progress of specific groups/ individuals </li></ul><ul><li>Discuss progress of groups and individuals against achievement of curricular targets , and other teacher assessments, with children, parents/ carers, peers and senior leadership team </li></ul><ul><li>Coaching </li></ul>
  31. 36. Prep for SATs Spring Term <ul><li>Set high-value age-related curricular targets </li></ul><ul><li>Use the Primary Framework to amend medium and short-term planning </li></ul><ul><li>Consider the use of interventions to support the accelerated progress of specific groups/individuals </li></ul><ul><li>Discuss the use of curricular targets with all additional adults and share with parents/ carers and children </li></ul><ul><li>Use evidence from Teacher Assessments to assess where children are against NC levels and update pupil tracker </li></ul><ul><li>Review end of year expectations for each child </li></ul>
  32. 37. Prep for SATs Spring Term cont.. <ul><li>Set high-value age-related curricular targets </li></ul><ul><li>Use the Primary Framework to amend medium and short-term planning </li></ul><ul><li>Consider the use of interventions to support the accelerated progress of specific groups/ individuals </li></ul><ul><li>Discuss progress of groups and individuals against achievement of curricular targets, and other teacher assessments, with children, parents/ carers, peers and senior leadership team </li></ul>
  33. 38. PNS Literacy <ul><li>Timeline – termly – link to ongoing activities and preparation for National assessments </li></ul><ul><li>Ongoing activities – link to revision units </li></ul><ul><li>Revision units – after Christmas </li></ul><ul><li>Narrative – Non Narrative – Poetry and Plays (PNS) – Progression Papers </li></ul><ul><li>Exemplification materials </li></ul><ul><li>Booster materials – additional units (There’s a Boy in the Girls Bathroom) </li></ul><ul><li>Year 6 Literacy Targets/ Year 5 Literacy Targets </li></ul>
  34. 39. How can I support children who need to make accelerated progress to achieve Level 4? <ul><li>English </li></ul><ul><li>Year 5 </li></ul><ul><li>Further Literacy Support </li></ul><ul><li>materials </li></ul><ul><li>Year 6 Booster lessons </li></ul><ul><li>introduction </li></ul><ul><li>Persuasion </li></ul><ul><li>Narrative </li></ul><ul><li>Reports </li></ul>Mathematics Year 5 Springboard materials Year 6 Springboard materials Year 6 Booster lessons Supporting children with gaps in their mathematical understanding Inclusion (Year 5 and Year 6) EAL materials SEAL materials
  35. 40. How can I support children with particular gaps in their mathematical understanding? <ul><li>These materials give support for targeted teaching of areas of mathematics that children have not understood earlier in their primary school career </li></ul><ul><li>Addition and subtraction tracking chart </li></ul><ul><li>Addition and subtraction booklets </li></ul><ul><li>Multiplication and division tracking chart </li></ul><ul><li>Multiplication and division booklets </li></ul>
  36. 41. What ICT-based resources are available to provide opportunities for children to consolidate and practice? <ul><li>Mathematics Easter CD Programs </li></ul><ul><li>http://www.standards.dfes.gov.uk/primaryframeworks/downloads/PDF/number_facts.pdf </li></ul>
  37. 42. Achieving age-related expectations in Numeracy CD Rom
  38. 43. <ul><li>Learning and Action Log </li></ul>
  39. 44. What specific materials are available to support the social and emotional aspects of learning? <ul><li>Social and Emotional Aspects of Learning (SEAL) </li></ul><ul><li>silver set ‘Going for Goals’ </li></ul><ul><li>Guidance booklet </li></ul><ul><li>Going for Gold </li></ul><ul><li>Learning about learning – supporting children to develop positive learning behaviour </li></ul>
  40. 45. What specific materials are available to support bilingual learners? <ul><li>www.standards.dfes.gov.uk/primary/publications/inclusion/bichildren </li></ul><ul><li>- Learning and Teaching for bilingual children in the primary phase </li></ul><ul><li>Curricular targets and related aspects of language development pg 39-43 </li></ul><ul><li>Graphic organisers pg 21-24 </li></ul><ul><li>Integrated planning for language pg 29-30 </li></ul><ul><li>Scaffolding learning pg18-26 </li></ul><ul><li>Scaffolding comprehension pg 44-47 </li></ul><ul><li>Writing text cohesion pg 49-50 </li></ul><ul><li>Writing grammar pg 56-68 </li></ul><ul><li>Vocabulary development pg 67-75 </li></ul><ul><li>Guided talk for literacy pg 82-86 </li></ul>

×