KS2 Mathematics

Making Good Progressin KS2 MathematicsLevel 3 to Level 5 : 

Making Good Progressin KS2 MathematicsLevel 3 to Level 5

Focusing on progression : 

Focusing on progression Key questions In what ways do we track for progression across the school and in each class? How is this information used to identify those children who are making slow progress? Which children and specific groups of children are currently identified through our tracking? What actions are we taking to support these children?

Slide 3: 

High Attaining Pupils: Key Stage 2 Maths (2007)

Slide 4: 

School Pupil Progression Chart Paste from RAISEonline – Mathematics Instruction on adding pupil progression charts from RAISEonline Once you have logged onto RAISEonline and found the Pupil Progression chart you want in your presentation, you need to; On the ‘select a format’ drop down menu, choose ‘Acrobat (PDF) file’ Click on ‘Export’ Click on ‘Open’ Once you have the PDF open, click on tools, select ‘Select & Zoom’ and click on Snapshot tool. Using the cursor select the area you want to copy to your presentation. When you let go of the left click on your mouse it should say ‘Selected area has been copied’ – Click ok. Go to the power point slide, right-click on mouse and select paste. You can adjust the chart size using the circles in each corner of the image

Discussion (1) : 

Discussion (1) Consider the national pupil progression chart for Key Stage 2 mathematics and the school’s own chart: How does the school’s chart compare to the national one? Who are the children in your class who are potentially ‘slow moving’ or ‘falling behind’? What are some of the reasons for these pupils making slow progress in mathematics?

Investigating progress in mathematics at Key Stage 2 (1) : 

Investigating progress in mathematics at Key Stage 2 (1) The findings presented on subsequent slides arise from an investigation focusing on ‘slow movers’ in mathematics, identified in terms of conversion from Level 3 at KS1 to Level 5 at KS2 The schools involved in the investigation were selected on the basis of their KS1 to KS2 conversion rates A relatively small sample of 19 schools was chosen

Investigating progress in mathematics at Key Stage 2 (2) : 

Investigating progress in mathematics at Key Stage 2 (2) The investigation included: Focused discussions with approximately 110 children in Year 4 and Year 6 Discussions with headteachers, subject leaders & teachers The findings have been cross-checked with evidence obtained by Ofsted, the National Strategies and the Training and Development Agency for Schools (TDA) and appropriate actions agreed with these partners

Pen portrait of ‘slow moving’children in mathematics (1) : 

Pen portrait of ‘slow moving’children in mathematics (1) The children: were often girls were generally well behaved and had a positive approach to learning were often described as ‘invisible’ children didn’t like answering questions in front of the class tended to work on their own would sit with their hand up but not always be noticed

Pen portrait of the ‘slow moving’ children in mathematics (2) : 

Pen portrait of the ‘slow moving’ children in mathematics (2) Children struggling to make progress from Level 3 to Level 5: were tentative and cautious when starting a new topic liked to be able to get on with their work liked discussing and working in pairs or small groups – so long as the pupils were of similar ability – but did not do this often wanted to be taught more as a small group could distinguish between getting all the answers right and developing understanding did not like wasting time liked quiet thinking time knew that maths is important and wanted to do well

Pen portrait of the ‘slow moving’ children in mathematics (3) : 

Pen portrait of the ‘slow moving’ children in mathematics (3) A small number of the children struggling to make progress from Level 3 to Level 5: tended to be over-confident and rushed their work, often making mistakes were competitive and wanted to finish first were demanding of the teacher’s attention and misbehaved if ignored often wasted time if they finished early

Slide 11: 

Do you have pupils in your class that fit these profiles? Which of the characteristics most closely match those of the children in your class who are potentially ‘slow moving’ or ‘falling behind’? Discussion (2)

‘Slow moving’ pupils starting at Level 3 in mathematics : 

‘Slow moving’ pupils starting at Level 3 in mathematics Do you have pupils who struggle to explain their thinking and methods? have difficulty in remembering and using mathematical vocabulary? lack flexibility with number, for example, they struggle to identify related facts from those they know? tend to rely on one method when calculating and solving problems? struggle with problems, particularly those that involve two or more steps? lack self help strategies?

Obstacles hindering progression from Level 3 to Level 5 in mathematics (1) : 

Obstacles hindering progression from Level 3 to Level 5 in mathematics (1) Typically pupils had a range of mental calculation skills but had difficulty selecting the most efficient method were better at adding and multiplying mentally than subtracting and dividing were not aware of the importance of reading a calculation and deciding whether to do it mentally, with jottings or use a formal written method had difficulty with understanding place value of decimals and relating fractions to their decimal representations

Obstacles hindering progression from Level 3 to Level 5 in mathematics (2) : 

Obstacles hindering progression from Level 3 to Level 5 in mathematics (2) Typically pupils were familiar with visual images such as number lines but did not appreciate the value of them to aid calculation had difficulty seeing the relationships and connections in mathematics did not understand division had weak calculator skills

Discussion (3) : 

Discussion (3) Which of the descriptions and obstacles to progress are most pertinent to the pupils you teach?

What all ‘slow moving’ pupils in Key Stage 2 need in mathematics (1) : 

What all ‘slow moving’ pupils in Key Stage 2 need in mathematics (1) Activities and approaches to help engage pupils in mathematical thinking To use mathematical vocabulary and language to express their explanations and thinking with other pupils and their teacher in all mathematics lessons Confidence and greater flexibility with number and calculation through shared discussion about links and how alternative methods work

What all ‘slow moving’ pupils in Key Stage 2 need in mathematics (2) : 

What all ‘slow moving’ pupils in Key Stage 2 need in mathematics (2) To explore and focus on how and why different methods work rather than just on the answer, e.g. devising questions for a fixed answer, exploring when statements are true and false, matching linked facts Time and support in developing independent learning and self-help strategies, e.g. comparing approaches when stuck, referring to displays, etc.

What pupils need to support progression in mathematics from Level 3 to Level 5 : 

What pupils need to support progression in mathematics from Level 3 to Level 5 Practice on how to ‘read’ calculations and decide on the most efficient approach Paired and small group work to explore and evaluate different methods and approaches Further guidance on the use and value of visual images to aid calculation Time to explore relationships and connections in mathematics e.g. between fractions, decimals and percentages To address their weaknesses with division, e.g. through strengthening the links between subtraction and division and helping them to see the relationship between multiplication and division Practice in using a calculator in activities that involve mental calculation strategies and reasoning

Discussion (4) : 

Discussion (4) Next steps What do you think are the key issues arising from this session for the school? How can they be addressed at senior leader, subject leader and class teacher levels?