From LNF to the new GCSEs - Presentation (D_T).pptx

3457(875

1. From LNF to new GCSEs. NSP numeracy support package for Year 9 non-specialist teachers. Design & Technology

2. Identify those aspects of the numeracy component of the LNF that are relevant for your subject Identify numeracy activities that could be incorporated into your department’s scheme of work to support the new GCSEs Plan activities that can be trialled with pupils during the remainder of the year Objectives 2

3. Key Thought Always nice to leave a training day with suggestions you can use back in school immediately.

4. The Context: Planning for the LNF C oded Framework and Progression Pathways Curriculum planning process Estyn Recommendations Common Skill Areas Numeracy Skills in Design & Technology Session 1 Overview 4

5. Starter Quiz 5 ?

6. The Context… Donaldson Review

7. Skill Pathways The coded LNF

8. Skill Pathways (N2 )

9. The coded LNF. Year 3 Number pathway 2 LNF skill statement

10.   Year 7   Year 8   Year 9 7.D2 collect own data for a survey, e.g. through designing a questionnaire 8 . D2 plan how to collect data to test hypotheses 9.D2 test hypotheses, making decisions about how best to record and analyse the information from large data sets Using the Coded Framework and Progression Pathways… 10 Using data skills Collect and record data Present and analyse data Interpret results

11. … now to Y10 and Y11 11   Year 9   Year 10   Year 11 9.D2 test hypotheses, making decisions about how best to record and analyse the information from large data sets 10.D2 specify and test hypotheses, taking account of sampling 11.D2 specify and test hypotheses, taking account of the limitations of the data     10.D2a identify possible sources of bias in the design of collection sheets and questionnaires 11.D2a consider the effect of sample size and other factors that affect the reliability of conclusions drawn     10.D2b evaluate questionnaires and write suitable questions, including response boxes 11.D2b sample systematically Using data skills Collect and record data Present and analyse data Interpret results

12. Curriculum Planning 12 What do I pick out? What about Numeracy? How many times? What is the focus? How many Pathways in each lesson? How do I show progression? How do I assess Learners’ progress? How do I plan to take them forward?

13. Activity 13 Task 1. Arrange the skill cards into two skill pathways. (Look for progression). Task 2. Discuss and agree on which year group the pathways start at and what the codes could be. (The statements don’t necessarily start in KS3 and they may not make a complete pathway.)

14. Using the Numeracy Progression Pathways identify any that you might have special responsibility for. Do you have progression pathway responsibilities? + -

15. develop pupils’ numerical reasoning skills in mathematics lessons and in other subjects ; extend the opportunities for pupils of all abilities to use their numeracy skills in subjects across the curriculum; support staff to widen their knowledge and understanding of strategies to use numeracy across the curriculum; i mprove the assessment and tracking of pupils’ numeracy skills Estyn Recommendations 15

16. You may consider if the teaching and provision for design and technology enables pupils to: develop their number skills in relevant contexts, including scale and proportion; use their mathematical knowledge and understanding in areas of measurement and shape and space; gather information in a variety of ways, including questionnaires and databases, and choose appropriate data from given information; and record, interpret and present data in charts, diagrams, tables and graphs, choosing appropriate styles of representation to present information. Estyn & Skills 16 D3 D4 N11 M3, M10

17. D&T , Science, Geography and PE have common Progression Pathways within the ‘ Using Data Skills ’ Strands D3 and D4 in KS3 These pathways also continue into the new Programme of Study for Mathematics in KS4 Estyn Common Skill Areas 17

18. Common Progression Pathways… 18   Year 7   Year 8   Year 9 7.D2 collect own data for a survey, e.g. through designing a questionnaire 8.D2 plan how to collect data to test hypotheses 9.D2 test hypotheses, making decisions about how best to record and analyse the information from large data sets 7.D4 construct frequency tables for sets of data, grouped where appropriate, in equal class intervals (groups given to learners) 8.D4 construct a wide range of graphs and diagrams to represent discrete and continuous data 9.D4 construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, with the learner choosing an appropriate scale 7.D4a construct a wide range of graphs and diagrams to represent the data and reflect the importance of scale 8.D4a construct frequency tables for sets of data in equal class intervals, selecting groups as appropriate         8.D4b construct graphs to represent data including scatter diagrams to investigate correlation     7.D3 interpret diagrams and graphs (including pie charts) 8.D3 interpret diagrams and graphs to compare sets of data 9.D3 select and justify statistics most appropriate to the problem considering extreme values (outliers) 7.D3a use mean, median, mode and range to compare two distributions (discrete data). 8.D3a use mean, median, mode and range to compare two distributions (continuous data). 9.D3a examine results critically, select and justify choice of statistics recognising the limitations of any assumptions and their effect on the conclusions drawn         Ma 9D3a • find the mean, median, mode and range from ungrouped frequency tables

19. … now to Y10 and Y11 19   Year 9   Year 10   Year 11 9.D2 T est hypotheses, making decisions about how best to record and analyse the information from large data sets 10.D2 S pecify and test hypotheses, taking account of sampling 11.D2 Specify and test hypotheses, taking account of the limitations of the data     10.D2a Identify possible sources of bias in the design of collection sheets and questionnaires 11.D2a C onsider the effect of sample size and other factors that affect the reliability of conclusions drawn     10.D2b E valuate questionnaires and write suitable questions, including response boxes 11.D2b Sample systematically 9.D4 Construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, with the learner choosing an appropriate scale 10.D4 Construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, with the learner choosing the most appropriate representation, including frequency polygons and lines of best fit on scatter diagrams 11.D4 Construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, with the learner choosing the most appropriate representation, including cumulative frequency curves and boxplots 9.D3 Select and justify statistics most appropriate to the problem considering extreme values (outliers) 10.D3 Calculate the upper quartile, lower quartile and interquartile range of a set of discrete data and use them to describe a data set     9.D3a examine results critically, select and justify choice of statistics recognising the limitations of any assumptions and their effect on the conclusions drawn 10.D3a use a scatter diagram to make predictions about the data from a line of best fit drawn by eye 11.D3a use a scatter diagram to make predictions about the data from a line of best fit that passes through the mean     10.D3a understand the effects of extrapolation and interpolation on reliability 11.D3a use a cumulative frequency curve to estimate the median, quartiles and interquartile range Ma         use the interquartile range to compare distributions         compare sets of data and their distributions, using appropriate methods, including those that involve describing central tendency, dispersion, correlation 11.D3a recognise and use the most appropriate data to compare distributions

20. Emma’s cake (From Design and Technology Guidance for Key Stages 2 & 3 Page 60) Look at Emma’s work Which progression pathways does it include? How far has she progressed in these skills? Session 1 Task 20

21. BREAK 21

22. Focus on Departmental planning for progression Making use of the diagnostic tools What does Numeracy look like in KS3 Technology KS3 tasks – moving from procedural skills to reasoning Session 2 Overview 22

23. Focus on Departmental Planning for Progression 23

24. You might have something like this … What does this mean? Do you have additional information? How does it help you? What else might help ? What do you know about your pupils’ numeracy skills? 24

25. Diagnostic spreadsheet available Some limitations but … Effective way to identify skill weaknesses across a large cohort E.g. Y8 Procedural 2014 Using the diagnostic tests 1 25

26. Working in pairs, Which questions in the test were concerned with the strands D3 & D4 ? Look at the relevant questions then … Task 26

27. Consider Emma’s Cake again. How could you modify the task to develop skills from D3 and D4 that are identified through the tests as being weak? Back to Emma’s Cake

28. How many people responded to your cake type questionnaire? Is there research available that might enable you to use a bigger sample? Here is a class response to ‘How much I would spend on a cake?’ What is the Mean, the Mode, the Median and the Range of this data? Which of these is the most useful for you in deciding the type of cake you will make and why? If you put the cakes on sale at assembly for all Y8 how many do you think you might sell and why? What else could be included: Strands D3 and D4

29. Do you know the cost of all your ingredients? If you were buying them in a supermarket how much of each would you have to buy? How many packets of each would you need to make enough cakes for this class? How much would you have to charge to make a 10% profit? Suppose you made enough cakes for all Y8 and charged the same price, what % profit would you make? Explain why it should be greater. What about N11 ( Ratio & proportion) ?

30. A ‘container’ task - Working in pairs Suggest a brief that would turn this into a D&T task and design some additional activities to develop numeracy skills. Session 2 Task 30 Essential Standard General Maths Second Edition Enhanced TIN/CP 2011 Version by Peter Jones, Kay Lipson, David Main, Barbara Tulloch

31. Capacity versus volume – What is the thickness of the material? Ensuring the dimensions – What units are used, unit conversion Fractions Addition and subtraction Pythagoras Scale drawing ‘What might you do!’ 31

32. Expectations for the National NR tests Numerical Reasoning in a scientific context Benefits from developing NR across the Curriculum Developing Numerical Reasoning questions within Technology Session 3 Overview 32

33. What do the Numerical Reasoning test questions look like? 33 From the Y9 test 2014

34. Activity 34 In groups, consider the 7 Numerical Reasoning questions from the 2014 National Tests. Which year groups would you expect these questions to be aimed at? Qu Year 1 Bouncy Castle 2 Photographs 3 Dinosaurs 4 Olympic medals 5 Jewel boxes 6 Gold paving slabs 7 Ice creams . .

35. Numerical reasoning is the process of using ‘number sense ’, i.e., knowing when to use a particular operation; when to use mathematics relationships; ability to monitor one's performance when computing, for example, judging reasonableness of answer with respect to an applied problem or by what one knows about numbers. This facilitates the formation of conclusions, judgments or inferences from facts or premises in order to tackle real-world mathematical problems in a variety of situations. For numerical reasoning to be possible, it is necessary that ‘powers’ are developed and brought to the surface; also, that learners become accomplished at ‘knowing-to’, so that they are able to respond flexibly and fluently to problem. A definition of Numerical Reasoning But it will be sufficient for the majority of us to think of Numerical Reasoning as being what you do when you need to use Thinking Skills in Mathematics

36. Thinking + numbers = Numerical Reasoning Challenge: Can you ask your learners to do more numerical r easoning in your subject, to enhance and reinforce the skills being developed in the M athematics D epartment? T + n = NR 36 Important question Do you know how your Mathematics Department is approaching the development of numerical reasoning ?

37. NC 2008 subject orders required both Thinking Skills and Numeracy to be delivered Already in place? Thinking Skills in the NC Numeracy skills in the NC Learners develop their thinking across the curriculum through the processes of planning, developing and reflecting . Learners develop their number skills across the curriculum by using mathematical information, calculating, and interpreting and presenting findings. .. Generic skills statement in NC orders 2008

38. e.g. Design and Technology Individual subjects Thinking Skills in the NC Numeracy skills in the NC In design and technology, learners design and make products through the iterative process of creating and developing ideas, designing products , planning , making and reflecting on their decisions and outcomes in terms of their finished product. In design and technology, learners use mathematical information and data , presented numerically and graphically, to research and develop their ideas . They use number to measure and calculate sizes, fits and materials

39. A strategy to deal with (apparently) unfamiliar number related problems and the c onfidence and resilienc e to carry persist with the strategy until they succeed What do pupils need but frequently lack?

40. These are generic skills that are needed in all subject areas Developing through Numerical Reasoning will support their use in non-numeracy related contexts The impact on pupil skills will be greatly enhanced by a consistency of approach across the school Everybody gains

41. C arefully choose problems that can be solved by following a sequence of steps and then incrementally extend the range and complexity Refer to the Mathematics Department’s approach Support the process through prompts and questions Scaffolding

42. Asking Q uestions A ctivating prior skills, knowledge and understanding G athering information D etermining the process/method and strategy Determining S uccess criteria What do they need to be doing…?

43. Read Underline Calculate ( and know what you are doing ) Solve Answer Check ( and keep on going ) Is there a process for them to follow?

44. Mike Ross (among others) has worked on developing Speaking Frames If pupils are supported to articulate the process they will clarify their thinking Oracy skills are essential for metacognition A lot of schools have identified O racy as a need Can we ‘kill two birds with one stone’? Questions need answers

45. Worksheet led Emma’s work shows little Numerical Reasoning. There could be many more opportunities if the task is given as a pair or small group task. Back to Emma’s cake example

46. ‘Have you done anything like this before?’ ‘What did you do?’ ‘What do you need to find out this time?’ ‘Why?’ ‘Which Maths skills do you think you might need?’ ‘How are you going to collect this information?’ ‘How are you going to show this information?’ ‘What do you want the information to tell you?’ …. Make it into an open task and use questioning/prompts to support planning

47. Are you putting a lid on your box? Have you been working on ‘Nets’ in Maths? For the package for your cake you can choose between a circular box (a cylinder) or a rectangular box (cuboid) but you need to cut it out of one piece of A4 paper. Draw a net for each on A4. Try changing the size of the net so that you waste as little of the paper as possible Which shape do you think is best and why? … and based upon M3 and M10 ( Measuring strands)

48. Exemplifying Numerical Reasoning Learning Wales, ‘ Reasoning in the classroom’ Year 8 G iant Letters Reasoning in the classroom 48

49. In pairs, devise D&T-specific numerical reasoning starter or developmental activities based on previous questions/sample activities Each pair should extend one/two of the questions to develop a numeracy skill within a D&T context Session 3 task 49

50. GCSE questions Examiners’ reports & Item level data Interim task Planning and the way forward Session 4 Overview 50

51. Current numeracy content - Product Analysis Analysing the questions RMT Textiles Product Design Food Systems and control Graphic Products GCSE questions 51

52. LNF Percentages strand DT Product Analysis 52 7N10 Calculate percentages of quantities using non-calculator methods where appropriate 8N9a calculate a percentage, fraction, decimal of any quantity with a calculator where appropriate 8N10 calculate the outcome of a given percentage increase or decrease 9N10 express one quantity as a percentage of another 9N10a calculate a percentage increase or decrease

53. Examiners’ reports Item level data Do you use it? What can you do with it? WJEC support 53

54. Planning the way forward..... 54

55. Find out if your school has carried out the diagnostic analysis on the 2014 Numeracy Tests, and if so identify how the pupils performed in the strands that are relevant to Technology. By considering your departmental self-evaluation , Examiners’ Reports and item level data from WJEC, make a judgement of the strengths of your teaching of any numeracy skills needed Work with your colleagues from the other 3 areas (Science/Geography/PE) to consider how you develop the common strands D3 and D4 .. Next Steps 55

56. Further resources ... Interactive Framework on Learning Wales

57. Identify those aspects of the numeracy component of the LNF that are relevant and appropriate for your subject Identify numeracy activities that could be incorporated into your departmental schemes of work to support the new GCSEs Plan activities that can be trialled with pupils during the remainder of the year Objectives 57