Non Members: £185 (excluding VAT)
Members: £166.50 (excluding VAT)
Course Length: 1 Day
Venue address: Heath House Conference Centre, Cheadle Road, Uttoxeter, Staffordshire, ST14 7BY
01 January 2020
09:30 to 15:30
This course has been updated and is now entitled: How to assess maths for masteryTo view the course details please click here
The course looks at formative and summative assessment with reference to the new curriculum and life after levels. Participants will look at the proposed new format for the end of KS2 tests and the implications for how mathematical understanding will be assessed nationally, in particular, looking at the areas of problem solving, fluency and reasoning as key areas for assessment. The course provides ideas on how a school assessment policy for mathematics can be set up which is designed to guide assessment for learning from mathematics across the whole school.
By the end of the course participants will:
- Start to draft a school assessment document for mathematics in the new curriculum
- Have in place, secure formative assessment ideas for application in their schools
- Consider how summative assessment can be designed to support ongoing formative assessment
Course Overview and In-School Training Information
The course is suitable for teachers, subject leaders, head teachers and governors in Primary schools at KS2 This course helps participants to explore how to assess pupil progress in the new national curriculum for mathematics. The course will focus on the three aims of the new mathematics for Key Stage 2 document namely; mathematical fluency, reasoning and problem solving and how these headings will inform the formative assessment of every aspect of the curriculum. The course will consider the freedom of schools to apply their own assessment criteria to school documents as well as looking at the purposes and uses of assessment to the class teacher. This will include looking at accessible ways to record pupil progress throughout the year. By the end of the course, participants will start to draft a school assessment document for mathematics in the new curriculum. They will have gained formative assessment ideas for use within their own schools and will have considered how summative assessment can be designed to support ongoing formative assessment.
Other courses within the series.
- Investigating the A to Z of Algebra: Meeting the challenges of Algebra in the new curriculum
- Covering all angles: Teaching measurement and geometry in line with the new national primary maths curriculum.
- Assessing mathematics at KS2: ‘Life after levels’
- Fractions and decimals: A significant percentage of the new national curriculum
- Improving Teaching & Raising Standards in Mathematics at KS2: Moving from concrete to abstract methods of calculation. Teaching through conceptual understanding.
- Lets not forget the importance of Mental Mathematics at KS2
Attending one or attending all modulesThe courses are designed so that primary teachers can either attend just one of the courses within the range, or can attend all of the modules. To give maximum flexibility, each course is scheduled to run in the Autumn, Spring and Summer terms enabling participants to attend modules within just one term or attend over the course of the year.
In-School TrainingThis course is available as in-school training. If you would like to find out more about in-school training please go to the in-school training section CLICK HERE FOR INFORMATION ABOUT IN SCHOOL TRAINING or call us on 01889 567 014
The course is aimed at teachers, subject leaders, head teachers and governors in Primary schools at KS2.
Detailed course outline and session time table
Session 1: 9:30-10:45
- Requirements of the new national curriculum for mathematics
- What is the implied focus in mathematics at key stage 2?
- Losing the levels and gaining yearly expectations
- Were levels useful?
- Were levels a hindrance?
- How did pupils benefit from levels?
- What are initial thoughts about yearly expectations?
- How accurate is our assessment already of mathematical fluency, reasoning and problem solving
- Three activities that will require your teacher assessment in terms of NC criteria
- What do we record in our mark books?
Session 2: 11:00-12:15What should we be assessing? • Fluency • Reasoning • Problem solving Informed and accurate assessment for pupil progress How do you know they understand a concept? Can they apply reasoning to their approach? How do they approach a problem mathematically?
Session 3: 1:00-2:15
- How does the scheme of work affect assessment?
- How important are mathematical links?
- How do we draft a new assessment document?
- How do we record formative assessment as accurately as possible?
- How often will summative assessment take place?
Session 4: 2:30-3:15
- Assessment for learning
- Is progress being made with all pupils?
- Level descriptors to yearly outcomes
- What assessment will focus on
- Assessment policy in your school and how it filters through to the year groups
- Assessment records
- Progress awareness and intervention strategies
Tutor information and course feedback
Russell is an experienced, energetic, successful trainer, Maths adviser, teacher and manager at department level. His degree is in mathematics and education and as a keen maths teacher he is always looking for ways to develop his own knowledge and practice. He is a National Centre for the Excellence in the Teaching of Mathematics Accredited Professional Development Lead Practitioner. With experience in developing and implementing assessment, curriculums and schemes of learning, optimising the learning atmosphere, developing staff potential and managing resources Russell has a proven track record of raising the standard and progress of teachers and students. With excellent subject knowledge Russell’s courses are stimulating and practical, with plenty of opportunity for discussion. Russell believes everyone has the ability to achieve in maths and has the right to fulfil their potential. It is his wish to encourage and enable practitioners to build their pupils confidence, understanding and ability to achieve their full potential in a positive learning environment.
Liked the practical activity - in demonstrating the 3 strands to look for in assessment.
Emphasis on 3 main elements and examples of how to imbed Lots of practical ideas
It was current and very relevant to where I am right now. Having paid for this myself rather than via a school, it was vital that I got the most out of this course. It wasn't school specific as such so was relevant to my position as 1-1 tutor and maths teacher
Excellent ideas for the three areas of fluency, reasoning and problem solving
Relaxed and friendly. Tutor was informed and communicated it well
Engagement, depth of knowledge
How to use new standards and how to assess them
Membership special offers
18 April 2016: