Maths Strategic Conversations
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Findings from the Curee Research Project. Find out how support for Maths can be improved to positively impact on learning outcomes.
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This document contains questions for teachers about how they incorporate numeracy skills into their subjects. It asks teachers to reflect on how well they collaborate with the math department, whether their teaching of calculations and procedures is consistent, and how effective they are at developing students' problem-solving abilities. The document also queries teachers about the most successful strategies for enhancing numeracy in students with special needs or strong math abilities, and resources that are useful for teaching numeracy in their subject. Teachers are further asked to consider changes to better facilitate numeracy development and the effectiveness of homework in consolidating students' numeracy learning.
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The document discusses changes to OFSTED inspections that will take effect in September 2015, including:
- Adopting a common inspection framework for all education services, with key judgements in overall effectiveness, leadership, teaching, personal development, and outcomes.
- "Good" schools will receive short inspections every three years instead of full inspections every 3-5 years to reduce burden, while maintaining the ability to trigger full inspections for concerns or improved performance.
- Inspections will focus on sustained good quality provision, behavior, personal development, progress from starting points, national standards, and preparation for next stages. Assessment approaches will be examined without relying solely on levels.
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Continuous assessment ppt revised mas formatted
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Maths Strategic Conversations
- 1. Maths Strategic Conversations: findings from the Curee research project Michelle Jennings
- 3. Key themes • What are practitioners’ CPD needs? • How do learners develop Maths skills? • What specialist Maths knowledge and or skills do vocational practitioners need to support the contextualisation of GCSE Maths? • What skills/knowledge will Functional Skills practitioners need in order to teach GCSE Maths?
- 4. The challenges • more readily available specialist ITT provision • continuing CPD for existing functional skills practitioners to equip them to teach GCSE • more readily available subject specialist CPD programmes that address the need to help teachers ensure they challenge every learner • promoting, modelling and enabling evidence-based good practice in CPD • the development of valid and useful real-time evaluations of staff performance and current skill levels
- 5. Recommendations • The Maths enhancement programme should be continued but refined to address more in-depth ways of addressing learner diversity • An English enhancement programme should also be developed • Further probing of data should be undertaken regarding: • the balance of access to CPD for vocational and non-vocational staff • differences of perception between strategic/middle leaders and classroom practitioners • Any substantive resulting differences should be explored via leadership programmes and, possibly through a national debate
- 6. POLICY DRIVERS THE FOUNDATION: SECTOR IMPROVEMENT IN MATHS FUTURE OF MATHS ENHANCEMENT MATHS ENHANCEMENT AND SEN CUREE STRATEGIC CONVERSATIONS QUALITY IMPROVEMENT MATHS & ENGLISH STEM MATHS RECRUITMENT INCENTIVE MATHS TNA EXCELLENCE GATEWAY EDUCATION AND SKILLS SECTOR IMPROVEMENT IN TEACHING TRAINING & LEARNING PSWD Maths Impact Model R e s e a r c h
- 7. • The 6-day Maths Enhancement Programme (MEP) is: • helpful for those teachers secure in their subject knowledge, but • not enough for those with a weaker subject knowledge (a significant number) • Recommendations: • A self-assessment TNA tool covering the GCSE maths syllabus • A series of ‘pre-MEP’ workshops, modularised to specific strands of subject knowledge (e.g. Statistics / Algebra / Geometry / Trigonometry) • Support for local peer-to-peer networks • Building an online community of practice • Development of a shorter / sharper model of support for GCSE maths teachers working within a more vocationally-focused / WBL environment
- 8. • Colleges and other providers have been invited to bid for money used to recruit and employ an additional maths teacher this year • We have bids for around 150 additional teachers (more than we have money to fund) • This project is very much HR focused – getting Providers to use imaginative ways of recruiting the additional teacher, using them, and keeping them
- 9. Mathematics
- 10. Mathematics
- 11. Mathematics