Bowland Maths - NCETM

Bowland Maths - NCETM

Bowland Maths The school background 1.In 2010, the percentage of 5A*-C was 48% including English and Mathematics. 2. 63.7% free school meal.

3.72% of students have English as their second language Elnaz Javaheri 1. 2nd year of teaching 2. Currently studying my MTL 3. Involved with Nuffield Foundation(AMP)

4. Degree in Physics 2010 GCSE Results 90% of the students achieved 5 or more GCSE grades at A* C with 81% achieving 5 or more including English and Maths.

Shane Walsh 1.4th year of teaching 2.Being involved with Bowland Question ? Would the ability to think mathematically of lower achieving Key Stage 3 students develop through sustained exposure to rich

tasks? Rich Tasks Bowland Applying Mathematical Process (AMP) (Assessment Tasks) 1.Fire hydrants 1.110 years on

2. Golden Mazes 2.Bunting 3. Hide the spies 3.Candle box 4.Sending Text 4. Cats and Kitten 5. Symmetry 5.Counting trees 6. Three dice 6. Day out

7.Every second counts 7.Fares and Fair Progression grid 110 years on Swans' samples What we did ? How we did it? Same year group

Same ability Divided in pairs Assess their work in pairs and then groups Return to their place to polish their work Exchange students work across our schools to be peer assessed Decided to write the progression grid for our students using more pupil friendly language Elnaz

Shane Year8 set 4 Year 8 Set 4 List of activities 1. Text Message

Bowland/ Nuffield 2. Z-Factor Bowland 3. Speedy Santa Bowland

4. School Holiday Nuffield 5. Every Second Counts Nuffield 6. 110 year

Bowland Before Polishing After Polishing Pupils behaviour prior to this project Reluctance to talk with each other about their

maths Few skills of working as a pair(Would not sit with girls etc) Knew only one way to tackle a problem Belief that there was a unique answer to a question and a refusal to accept other peoples answers Little desire to think Pupils behaviour prior to this project

I am sick and tired of spoon feeding my students. They can not think ! Spoon fed on a diet of traditional maths teaching Changes in students 1. Ready to discuss their mathematics 2. Feeling more autonomous in the class 3. Willing to challenge their learning and

ideas 4. Having more productive comments about their own work why and how the results happened? Students enjoyed maths more Students Felt more confident Students ability to think in process lessons could have transfered to content lessons

Students learn from each other in the lessons more than teachers Students have been experiencing success in process lessons, and have taken that feeling to their content lessons A bonus atmosphere in non project lessons ..... What we learnt

Be patient How to make connections (see the Maths) Where to now! 1. Writing a SOWs based on the activities.(Group worthy ) 2. All abilities

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