Mathematics

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Mathematics

• The new curriculum 2008 onwards

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Timeline
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Principles

• Greater flexibility and coherence
• Focused on the key concepts and processes
• Less detailed prescription of content.
• It should be easier to see links between subjects
  and increase the coherence for pupils across the
  curriculum and school activities.

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Principles

• New focus on aims and skills
• Includes a framework for personal, learning and
  thinking skills embedded in the programmes of
  study.
• The key processes highlight the essential skills
  that learners need in order to make progress and
  achieve in each subject.

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Principles

• Emphasis on assessment for learning
• Greater flexibility will give teachers more time
  to focus on assessment for learning strategies
• Provide more targeted assessments to meet
  individual learners' needs.

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Relevance

• The new programmes of study for mathematics set
  out the 'importance of mathematics', providing a
  clear vision of why all pupils should be taught
  mathematics.

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Flexibility

• The section on range and content is noticeably
  less detailed and outlines the breadth of the
  subject on which teachers should draw when
  teaching the key concepts and key processes.

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Principles

• Programmes of study set out curriculum
  opportunities which should be offered to students
  during the key stage to enhance their engagement
  with the concepts, processes and content of the
  subject.

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The Key Processes

• The key processes are described as the essential
  skills and processes that pupils need to learn to
  make progress.

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The Key Processes - An Emphasis On

• Representing
• Analysing
• using mathematical reasoning
• using appropriate procedures
• Interpreting and evaluating
• Communicating and reflecting
• Rather than procedure, rules and routine

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The Key Processes

• The process skills help students both to learn
  mathematics and to apply their mathematical
  subject knowledge to situations from life and the
  world of work.
• To make progress in developing these skills and
  function mathematically students must experience
  a rich diet of applications that are complex,
  unfamiliar, increase technical demand and
  encourage independence and autonomy.

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Opportunities

• Teachers will be able to
• personalise the curriculum, designing their own
  subject curriculum to meet individual needs and
  engage all learners
• provide focused support and greater challenge
  where needed, helping to ensure that all learners
  have the opportunity to make progress and achieve
  in the key areas of mathematics
• design coherent learning experiences that are
  relevant and meaningful to learners by making
  connections between subjects, events and
  activities
• use a variety of teaching and learning approaches
  to engage and motivate learners, and to maximise
  impact on learning

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The Challenges

• Allowing sufficient time for reflecting upon
  current schemes of work. Ensuring that revisions
  are made.
• Becoming familiar with the processes necessary
  for progress by modelling a rich task in a
  collaborative exercise.
• Planning for embedding AFL and APP within
  programmes of study.
• Tracking pupil progress and meeting the 2 levels
  of progress per Key Stage target.
• Adapting / revising year 7 provision ensuring
  that this is fit for purpose evolving over
  time.
• Taking time to ensure that resources are
  available to support the new programmes of study.

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What needs to be done

• Allocating time and resources for planning /
  implementation and assessment of impact on
  learning
• Ensuring that department heads / key stage
  leaders attend LA meetings
• Supporting training for all colleagues

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Resourceswww.teachernet.gov.uk/publications

• Secondary mathematics guidance papers
• DCSF publications ref 00343-2008BKT-EN
• Assessing pupils progress in mathematics at Key
  Stage 3.
• DCSF publications ref 00007-2007DOM-EN
• DCSF publications ref 00007-2007CDO-EN
• DCSF publications ref 00007-2007BKT-EN
• Secondary Framework
• http//www.standards.dcsf.gov.uk/secondary/framewo
  rk
• Improving learning in mathematics
• Standards unit pack Malcolm Swan ISBN
  1-84478-573-X
• Bowland Maths case studies for KS3
• www.bowlandmaths.org.uk