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Year 7 info evening presentation
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- 2. How do weknow 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 • Childrenneed 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 • Bedtimeroutine 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 • 2014Roding 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 notunderestimate 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
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- 18. Anti-Bullying • Bullyingis the use of force, threat, or coercion to abuse, intimidate, or aggressively dominate others. • The behaviour is often repeated and habitual.
- 19. Info on pages13 & 14 of school planner
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- 21. How can parentssupport? • 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 isan 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 verysimilar 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 afree 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 anonline 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 networknews 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 networkingsite. 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 studentsare 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
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- 34. A belief anda 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 solvingand 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 wehere? “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 2009PISA Nationally, what are we doing well? What are we not doing so well?
- 41. Maths is nota 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 Yousay: “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: problemsolving 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 somemaths... 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 problemswith 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 DoNow 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 ACHIEVEMASTERY BY CLIMBING...YOU ACHIEVE MASTERY THROUGH DEPTH Generalising Modifying Comparing MATHEMATICAL THINKING Curriculum with problem solving at the heart
- 58. Maths learning inyour 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 andevidence 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’ datacan 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
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- 62. Assessment Pre- andpost-module assessments Termly holistic assessments
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- 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 372daisies 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 threelittle 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 threelittle pigs £23 £35 £42 How could this be redrawn to help solve the problem?
- 71. 4 The threelittle pigs £23 £35 £42 How could this be redrawn to help solve the problem?
- 72. 5 The threelittle pigs £35 £42 £23 How could this be redrawn to help solve the problem?
- 73. There are 2000pet 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 boughta 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 packed180 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