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Assertive Mentoring
Maths
Monday 12th
October 2015
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AIMS OF THIS SESSION
To inform you of the new statutory requirements for
assessment
To give you an overview of the Assertive Mentoring Systewe are following for Maths.
To provide you with information on how to support your
child in their learning at home.
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REMOVAL OF LEVELS
The Government removed the former national curriculum assessment levels
(3c, 3b, etc) because the new curriculum has much higher standards and
expectations.
DfE: The curriculum must include an assessment system which enables
schools to check what pupils have learntand whether they are on track
meet expectations at the end of the key stage and report regularly toparents.
However no new levels for assessment have been introduced nationally.
We are therefore in a new era of assessing without levels. There is now n
national requirement from the government in how schools should assess an
record progress. It is therefore up to each school to develop its own system
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ASSERTIVE MENTORING
The assertive mentoring system format allows the teachers to assess the pupils learnin
variety of progressive statements called steps.
For each year group there are four age-related steps and associated learning statem
pupils are assessed against.
These will be recorded as emerging, developing, secure and mastering these steps w
recorded in the pupils files and discussed at parent consultations.
Under the new national curriculum, children must only work on the objectives for their y
and cannot be taught skills from a higher year group. For those pupils who have reach
end of year expectations, the teachers will provide a range of learning opportunities
greater depth and breadth of understanding specific to their year group.
The new curriculum is 8 months harder at every point because primary standards have
higher!
The curriculum is not about going higher it is about going deeper.
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NEW PRIMARY CURRICULUM FOR MATHEMATICS
WHATS OUT?
INFORMAL WRITTEN METHODS OF
CALCULATION
CALCULATORS
SEPARATE STRAND FOR USING AND
APPLYING
WHATS THERE LESS OF?
EMPHASIS ON ESTIMATION
LESS WORK ON PLACE VALUE
LESS WORK ON DATA HANDLING
(STATISTICS)
Whats there more of?
More challenging objectives,
especially in number
Formal written methods introduced
earlier
More work on fractions
Whats in?
Roman numerals
Times tables up to 12 x 12
Equivalence between metric and
imperial
Long division and algebra (Y6)
Building learning over time and
going deeperGeometry moved
into year 4. Slower and Longer.
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HOW DOES ASSERTIVE MENTORING WORK INMATHS?
Levels with Stages. Stage 1 is Y1; Stage 2 is Y2 etc.
Each Stage is broken down into sub stages
There are 4 Sub Stages per Stage:
Emerging
Developing;
Secure Mastering or Next Stage Ready
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HOW ARE WE ASSESSING IN MATHS?
Use the Half Termly Tests Each pupil completes the half
termly test at the Stage they are
currently operating within
(exception of SENs pupils)
The teacher tracks which areas the
children are not able to do and the
teaching is adjusted accordingly.
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Half termly testExample of questions and structure
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The children also complete a Weekly
Basic Skills Check.
There are 15 of these at every Stage (S1-6).
Pupils take the Weekly Basic Skills Check
in classduring a normal numeracy
lesson at the Stage they are currently
working at... once a week.
This regular practice supports mastery of
the basic skills as the weekly repetitionenables pupils to keep getting right those
questions theyd previously got right so
that basic skills are not forgotten over time
And the teacher addresses common group
misconceptions
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Weekly skills checkExample of questions and structure
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HOW DOES THE TEACHER RUN THE WEEKLY SKILLS C
We suggest that the teacher gives pupils Skills Check
One in week oneat the Stage they are working at -
as a practice exerci se. Pupils aregiven help from the
teacher & TA - they only take 20/30 minutes to do Further help is given to pupils through use of Pupil
Prompt Sheets . These are available for S0-S6
Pupils use the Prompt Sheets to work independently as
they work their way through the Weekly Skills Check.
The Prompt Sheets are also great for homework
Parents love using them to help their children
PupilRecord Sheet. We advise that all 15 Skills
Checks at each level are collated in booklet form withthe record sheet on the front. Pupils record their own
scores on the left hand column of the record sheet.
In the second week, give the pupils Skills Check One
again, this time with NO HELP. They record their
score in the right hand column of the Record Sheet.
Challenge them to achieve the same score in the
without helpcolumn as in the with help column
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FURTHER USE OF THE WEEKLY BASIC SKILLS CHECKS.
Oncea week, in a specially timetabled slot, pupils goRevise Wise Friday groups.
Here, teachers and TAs are each assigned a group of
pupils who arrive with the Basic Skills Check that they
completed earlier in the week in their own class
The teacher or TA leading the groups go through the
weekly basic skills check question by question
They teach to the misconceptionsthat are identified
through this process ie those areas that a significantnumber of pupils got wrong
Next week, back in class, when the pupils take their
next weekly basic skills check, they will have a much
better chance of getting right the questions theyd
previously got wrong
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HOW DO PUPILS LEARN THEIR TABLES?
Pupils are now expected to have learnt their tables - 1-12by the end of Y4. However Y
probably more realistic.
The system aims for children to be able to say their tables in order without hesitation (bro
level); in any order they are asked (silver level) and the associated divisional facts (gold l
Times Tables Record Card. This is to motivate children and allow them to see their own
The front of the card has the tables up to 12 so they can learn them. On the back there a
spaces for pupils to collect stickers once they have achieved the expectations.
For each table, there are three spaces on the reverse of the card. The first is to put a Br
sticker once they can say their tables in order without hesitation; a space for a Silver sticthey can say their tables out of order without hesitation and a space for a Gold sticker on
know the associated divisional facts.
There are class and homework practice sheets for every table. There is also a series of
including a useful excel spreadsheet for this purpose.
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Gold LevelTimes tables and associated divisional facts
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AIMS OF THE NEW CURRICULUM
Fluency in the fundamentals
Reason mathematically
Solve problems
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CHILDREN NEED TO:
Know it
Use it
Explain it
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TEST TIME!
Look at these numbers. Circle the odd one out.
8, 16, 64, 32, 25
Sort these numbers into descending order
94cm, 3cm, 178cm, 4m, 202mm
Bruno the boxer dog love hot dogs. Hot dogs are sold in tins of 8. He eats 6 hot dogWork out how many tins we need to buy:-
A) for a week
B) to last 4 weeks