Year 7 information evening presentation at Roding Valley High School 2014

1. Aspiration Respect Endeavour

2. How do we know what your child is
capable of?
• Prior Attainment Predictions
• Fischer Family Trust data (Band D)
• 3 and 4 Levels of Progress (Core Subjects)
• Target Grades
• Teacher Assessment
All of these factors are used to make a ‘predicted grade’

3. Does diet matter?
• Poor diets have a significant effect on a child’s;
– behaviour
– concentration
– learning ability
– mood.
– Children with diets lacking in essential vitamins, minerals and essential fatty
acids tend to perform worse academically, cannot concentrate and are more
aggressive.

4. Diet
• Children need a healthy, balanced diet, which is rich
in fruit, vegetables and starchy foods.
• Five a day (five portions of fruit and vegetables).
• Breakfast- healthy start to the day.
• Are they drinking enough water throughout the day?
• Healthy balanced evening meal.

5. The figures:
• 92% of children consume more saturated fat
than is recommended
• 86% consume too much sugar
• 72% consume too much salt
• 96% do not get enough fruit and vegetables

6. Sleep patterns
• Teenagers are under pressure to be increasingly alert in the evenings due
to their social activities.
• Students need to be on site by 8.35am.
• Most teenagers sleep in at the weekend to try and catch up on their sleep
• 28% of high school students fall asleep in school at least once a week
• Insufficient sleep correlates strongly with lower grades
• More than a quarter of teenagers report being too tired to exercise
• A lack of sleep in teenagers leads to irritability, anxiety and depression

7. Sleep
• Bedtime routine and sufficient time for sleep: What can you do??
• Teenager's sleep needs to be a priority.
– Sleep needs to be seen as more important than part time jobs, parties,
using the PC and telephone late at night & extra-curricular activities.
• MINIMUM of nine hours in bed every night.
• In addition, you should have at least an hour before bedtime when use of
the PC, watching television and talking on the phone are discouraged.
Instead encourage your teen to enjoy relaxing activities like a warm bath,
reading for pleasure or listening to (quiet) music. By bedtime your
teenager should be relaxed and sleepy.
• Restrict caffeine intake. When did they have their last cup of coffee or
cola?

8. Friendship groups
• The key to success in any school.
• Friendships for teens are based on
– Status
– Common interests
– Values
– Personalities.
– This is an important change for parents to acknowledge. Parents are less
likely to know their teenage children’s friends.
– Much of what you may know about their friends is second hand
information through your teen or their siblings.

9. Outcomes
• 2014 Roding Valley High School
– 68.3% of students achieved 5 or more A* to C
grades including English and Maths.
– Best ever results for the school.

10. Examination success
• Exercise books - presentation
• File - dividers
• Revision notes – throughout the year
• Coloured highlighter pens
• Exam question folders
• Case Study folders
• Revision techniques

11. At home
• Music?
• TV?
• Computer?
• Plan when homework is going to be completed
• Check their diary
• Keep on top of deadlines
• Get them reading (anything)

12. • Do not underestimate the power of parental influence,
particularly when this is in partnership with the school
• Believe in your child’s potential, encourage them and
make sure they are as prepared as they can be.
• ‘It’s funny, but the more I practise, the luckier I get.’

13. End word
• Ask your son or daughter what they are doing
in their subjects.
• Don’t accept the usual response.

15. Frequently Asked Questions
• Settling in
• Friendships / Bullying
• Homework
• Attainment
• Keeping in contact with school

17. Friendships/Anti-Bullying

18. Anti-Bullying
• Bullying is the use of force, threat,
or coercion to abuse, intimidate, or
aggressively dominate others.
• The behaviour is often repeated and habitual.

19. Info on pages 13 & 14 of school planner

20. Homework/Planner

21. How can parents support?
• Attendance / Punctuality
• Newsletter / Website
• Parent Mail
• Parents Evenings
• Supervision of Internet
“Do not overestimate parental support”

22. E-Safety Awareness
• Facebook
• Twitter
• Instagram
• Snapchat
• BBM
• What’s app
- A large amount of time spent by young people (and
adults) on these sites every week
- As a school we recognise that and want to do all we
can to keep the students safe

23. WhatsApp
This is an internet instant
messenger.
You have to be
connected to the
internet but you can
send free
messages/videos/photos
You have a contacts list –
which links with your
phone contacts and
Facebook.
You have to
accept/decline people
and you can block
people.
IF YOUR SON/DAUGHTER HAS
THEIR MOBILE NUMBER ON
FACEBOOK OR TWITTER THEN
ANYONE CAN ADD THEM ON
WHATSAPP. THE SITES ARE
LINKED!

24. Kik
A very similar application to
whatsapp (originally
whatsapp was made for
iphones and kik all android)
It’s an instant chat
messaging service run via an
internet connection.
This is not linked with
Facebook – you have to add
contacts and have their
number. You can block
people.

25. Keek is a free online service that
allows its users to upload video
status updates, which are called
"keeks". Users can post keeks to the
Keek website using a webcam or via
the Keek mobile apps Users can also
reply back with text or video
comments, known as "keekbacks",
and share content to other major
social media networks. There is also
an embed option so users can embed
their keeks into a blog or website.
The video is uploaded onto a site that
allows everyone/anyone to view your
‘keek’ in a similar way to youtube.

26. Using the application, users can
take photos, record videos, add
text and drawings, and send them
to a controlled list of recipients.
These sent photographs and
videos are known as "Snaps".
Users set a time limit for how long
recipients can view their Snaps (as
of April 2014, the range is from 1
to 10 seconds), after which they
will be hidden from the recipient's
device and deleted from
Snapchat's servers.

27. Twitter is an online social networking and
microblogging service that enables users to
send and read short 140-character text
messages, called "tweets". Registered users
can read and post tweets, but unregistered
users can only read them……..
@RVHSTeam
#greatschool
You can make your account private which
will only allow people you accept to see
your tweets but young people tend to
want lots of followers and want to be
able to interact with everybody…….

28. Photography social network news feed.
Users ‘follow’ one another.
Can be linked to Twitter and Facebook.
# widely used – was the original purpose supposedly
Can be made secure, but your followers can see
what you’ve been ‘liking’ and who you’ve started
‘following’ and you can see what they have been
doing…………

29. Online social networking site. You can make your account private, but you do
have to keep updating security settings.
Friends of friends of friends of friends is where the problems can lie.
‘Checking in’ can be dangerous as it provides a map of where to find you!
Just as you should for any social media…………..

30. What the students are told
• Students are regularly reminded about the dangers of using these sites
and disclosing personal information
• Check the privacy settings
• Do not accept anyone as a “friend” that you do not know
• Do you know who you are online with?
• Access these sites in a room where your parent / guardian can monitor
you
• If you have any concerns then tell someone straight away

31. Roding Valley Rewards
Honours
Y7
Passport
Postcards
Queue
Jumper
Trips
Clubs
Pupil
of the
week
Class of
the
week/term
Disco
Punctuality Attendance

33. Mathematics Mastery

34. A belief and a frustration
ARK Schools wanted a new maths curriculum to ensure that their
aspirations for every child’s mathematics success becomes reality,
through significantly raising standards.
• Success in mathematics for every child
• Close the attainment gap

35. The connections
Schools
Mathematics Mastery
Best practice – national and
international
Research findings and evidence

36. Curricular principles
• Fewer topics in greater depth
• Mastery for all pupils
• Number sense and place value come first
• Problem solving is central

37. Feedback
Problem solving and investigations give pupils the
opportunity to demonstrate an in-depth understanding of
the topic.
Since teaching in a mastery style,
I have really had to think about
my questioning which has
improved my subject knowledge.

38. Why are we here?
“We know that no child is limited by their background
and that by working hard all children can become
excellent mathematicians. ”

39. Research shows:
• The gap at age 10 between our strongest and weakest maths performers is
one of the widest in TIMSS - with fewer of our pupils overall reaching the
very highest levels
• The 10% not reaching the expected level at age 7 becomes 20% by age 11
and, in 2012, almost 40% did not gain grade C at GCSE
• Girls are less likely than boys to study maths beyond 16 and less confident
about their ability overall
• Lower income pupils are falling behind in maths

40. International Trends
2009 PISA
Nationally, what are we
doing well? What are
we not doing so well?

41. Maths is not a measuring tool
“Mathematics education should be so much more than
just passing exams and Mathematics Mastery will help
us achieve this. We want every child to not just pass
GCSE mathematics but pass with top grades and to leave
our school with a love of mathematics. ”

42. Our shared vision
• Every school leaver to achieve a strong foundation in
mathematics, with no child left behind
• A significant proportion of pupils to be in a position to choose
to study A-level and degree level science, technology,
engineering and mathematics-related subjects
What is necessary to make this vision a reality?

43. Shared
curriculum
framework
Online
• Task banks
• Assessments
• Training
• Videos
• Blogs
Collaborative
cluster
workshops
In-school
development
visits
Lesson
observation
tools
Mathematics
Mastery
Training
• Teachers
• Leaders

44. Our approach
You say:
“The mathematics team is firmly committed to a problem solving
approach which will equip our students for later life.”
Language and
communication
Mathematical
thinking
Conceptual
understanding
Mathematical
problem
solving

45. Our approach: problem solving
What does it mean to teach through problem solving?
What does it mean to teach for problem solving?

46. Potential barrier 1: language and
communication
Represent
Mathematical
problem
solving
Generalise Communicate

47. Mastering mathematical language
Mathematics Mastery lessons provide opportunities for pupils to
communicate and develop mathematical language through:
• Sharing essential vocabulary at the beginning of every lesson and insisting
on its use throughout
• Modelling clear sentence structures using mathematical language
• Insisting on correct use of language – “I know what you’re trying to say” as
start not end
• Talk Tasks
• Continuous questioning in all segments which give a further opportunity
to assess understanding through pupil explanations

48. Potential barrier 2: reasoning
Represent
Mathematical
problem
solving
Generalise Communicate

49. Mastering mathematical thinking
“Mathematics can be terrific fun; knowing that you can
enjoy it is psychologically and intellectually empowering.”
(Watson, 2006)
We believe that pupils should:
• Explore, wonder, question and conjecture
• Compare, classify, sort
• Experiment, play with possibilities, modify an aspect and
see what happens
• Make theories and predictions and act purposefully to see
what happens, generalise

50. Mathematical thinking – you say
“By focusing on fewer topics whilst increasing their skills
as independent learners (which fits fantastically with our
whole school policy of collaborative learning) we will
increase the confidence of a large majority of our
students in their key mathematical skills.”

51. Potential barrier 3: conceptual
understanding
Represent
Mathematical
problem
solving
Generalise Communicate

52. What are manipulatives?
Language and
communication
Bead strings
Fraction towers
Mathematical
thinking
Conceptual
understanding
Mathematical
problem
solving
Bar models
Dienes blocks
Cuisenaire rods
Multilink cubes
100 grids
Number lines
Shapes

53. Let’s do some maths...
Problem solving using bar models!
• Pupils draw a visual representation of a word
problem.
• Taught early on in the programme, using
concrete and pictorial representations, in the
context of the four operations.
• Pupils are then expected to use models for
fractions, decimals, percentages, algebra, pie
charts....

54. John
Solving problems with unknowns
John’s brother
John gives his brother three marbles.
Now his brother has three times as many marbles as John.
Altogether they now have sixteen marbles.
How many marbles did John have at the start?
16
? 3

55. Conceptual understanding – you say
“It is essential that all of our teachers aim for all our
students to clearly understand a mathematical concept
rather than simply learning the process.”
“Our aim is to teach for understanding, but realistically
this is not happening in all classes all the time.”
“I feel that the use of concrete manipulatives and a
constant focus on problem solving will mean that
students are much more able to understand
mathematical concepts.”

56. Lesson structure
Do Now
New
learning
Talk task
Develop
learning
Independent
task
Ofsted outstanding:
• Planning is astute
• Time is used very well
• Every opportunity is used to successfully develop crucial skills (inc. literacy and numeracy)
• Lessons proceed without interruption
• Appropriate independent learning tasks are set
• Pupils are resilient, confident and independent
• Well judged and often imaginative teaching strategies are used
Plenary

57. YOU DON’T ACHIEVE MASTERY BY CLIMBING...YOU
ACHIEVE MASTERY THROUGH DEPTH
Generalising
Modifying Comparing
MATHEMATICAL THINKING
Curriculum
with problem solving at the heart

58. Maths learning in your school
What is consistent across the department?
What happens in every lesson?
What does ‘students’ work’ look like?
How are students supported to:
• use language to reason and communicate with accuracy?
• represent mathematical concepts and techniques?
• make connections within mathematics?
• make connections beyond mathematics?
• think mathematically and solve problems?

59. Using data and evidence
Fine grain detailed data analysis on a question level and by national
curriculum sub-levels are essential to ensuring that every student is
successful
The big picture is what’s important – the focus should be on the best way to
teach the students, and the best way to teach the concept or technique, with
their long term success in mind

60. ‘Big picture’ data can tell us…
1) What the essential concepts and techniques are for
students to succeed at A-level and beyond.
2) What the essential concepts and techniques are for
students who might otherwise fall behind.
3) That these are the same!
4) The ‘habits of mind’ that students need to succeed
a) in maths
b) in applying their maths

61. Work scrutiny

62. Assessment
Pre- and post-module assessments
Termly holistic assessments

63. Expectations

64. Half term 1
Number sense
Half term 2
Multiplication & division
Half term 3
Angle and line
properties
Half term 4
Fractions
Half term 5
Algebraic
representation
Half term 6
Percentages & pie
charts
Place value 
Addition and subtraction
Year 7
KEY
Half term topic
Big idea
Substantial new
knowledge mastered
Multiplication and
division
Using scales
Angle and line
properties
Area
Perimeter
Calculating with fractions
Algebraic notation
Fractions, decimals and percentages

65. Problem Solving
by
Bar Modelling

66. Trey has $248. Evan has $345 more than Trey. Nikki has $145
less than Evan.
How much money do they have altogether?
$248
$145
$345
Trey
Evan
Nikki

67. There are 372 daisies in a field. There are 206 more roses
than daisies and 122 fewer tulips than roses.
How many flowers are in the field altogether?
Daisies
Roses
Tulips

68. Do Now
1
The three little pigs went shopping.
The first little pig spent £23 on a bundle of straw and a stack of
wood.
The second little pig spent £35 on a stack of wood and a pile of
bricks.
The third little pig spent £42 on a bundle of straw and a pile of
bricks.
How much did each item cost (assuming the bundles, stacks and
piles were the same size for each little pig)?
Can you represent this using bar modelling?

69. 2
The three little pigs
First little pig Second little pig
£23 £35
Third little pig
£42
How does this help solve the problem?
Is there more than one way to solve this?

70. 3
The three little pigs
£23 £35
£42
How could this be redrawn to help solve the problem?

71. 4
The three little pigs
£23
£35
£42
How could this be redrawn to help solve the problem?

72. 5
The three little pigs
£35 £42
£23
How could this be redrawn to help solve the problem?

73. There are 2000 pet owners at a pet convention. There are 630
cat owners and 250 more dog owners than cat owners, If the
rest are rabbit owners, how many more dog owners than
rabbit owners are there?
630
250
cat
dog
rabbit
2000
?

74. Mr Riviera spent $1300 while shopping. He spent $398 on a
pair of shoes and $352 more on a suit than on the shoes. He
spent the remaining money on 2 shirts. If the shirts cost the
same, how much did Mr Riviera spend on each shirt?
shoes
suit
shirts
?

75. Mr Lewis bought a dining table and 6 chairs for $1200. The
table cost $300. What was the cost of 1 chair?
chair
chair
chair
chair
chair
chair
table
$300
$ 1200

76. A baker packed 180 cereal bars into 1 big box and 5 small
boxes. If the big box contained 60 cereal bars, how many
cereal bars did each small box contain?
small
small
small
small
small
Big box