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LEON
- Rate TSh 124,203
- Response 1h
TSh 124,203/hr
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- Mathematics
- Arithmetic
- Statistics
- Other sciences
Head of KS3 Maths in an 'Outstanding' Maths department. Being the head of KS3 Mathematics and the numeracy coordinator at my school has allowed me to improve upon the curriculum and raise attainment t
- Mathematics
- Arithmetic
- Statistics
- Other sciences
Lesson location
About LEON
The main changes made since taking up the lead in KS3 maths has been through the change in curriculum planning and raising attainment which is a movement away from the predefined scheme of work (SOW) that follows the units and format of the recommended book. This enabled the planning of skills to replace what should be taught. This provided a greater opportunity for meta-cognition by the student than providing a grade which often is not standardised and changes between Key Stages. This also enabled more homogenous planning of lesson objectives across the department. It also allowed the department to move through the SoW as a more cohesive unit. When planning the SoW the points at which the topics were taught in different years were also highlighted so when building upon a topic, teachers were then able to identify where the class is likely to be and make for a more seamless transfer of content. Provision of a student adapted version of the SoW also allowed for students to be able to read ahead with more value and provide them with expectations of lessons.
A change in curriculum planning allowed for the implementation of Formative Assessment Tasks which is done every two weeks to allow for teachers and students to run targeted addressees on misconceptions on each unit taught. A redo test also allowed for students to redo the tests and facilitate motivation through success.
This data allows for more effective monitoring of each year group and class as it provides a more detailed image of what is happening with cohorts when used with the cumulative assessment data. This is especially useful when a student does not perform as expected due to extenuating circumstances. This data can be especially useful when explaining performance and behaviour when completing end of term reviews with class teachers, thus making interventions within the class far more effective. This when used in conjunction with the MidYis data can be used to plan for more effective curriculum planning and preventative measures for future year groups. e.g an extra week on fractions in Year 8 for a cohort that performed poorly in the fraction’s tests in both the cumulative and formative assessments or CPD sessions on how to teach fractions more effectively.
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About the lesson
- Primary school
- Ordinary Level
- Form 5
- +7
levels :
Primary school
Ordinary Level
Form 5
Form 6
Ordinary Diploma
Adult Education
Bachelor’s Degree
Master’s Degree
PhD / Doctorate
MBA
- English
All languages in which the lesson is available :
English
Through my use of the academic literature I have been able to tailor effective methods of motivation to my classes.
The first method has been through praise which is:
Sincere
Emphasis on process not ability
Unexpected - getting the student to look at problems from a different perspective
The second method has been through the provision of opportunities to succeed. Mulitple pieces of research equate motivation and in particular Maths with a students ability to succeed and what a student equates to success.
This is done through the Formative assessment tasks (FAT) which students know they will be sitting and what skills are tested
A resit of the FAT to allow for progression to be shown and provides opportunity for success
Addressing of misconceptions from poorly answered questions in homework or tests in starter questions
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Rates
Rate
- TSh 124,203
Pack prices
- 5h: TSh 532,300
- 10h: TSh 1,029,113
online
- TSh124,203/h
Travel
- + TSh 5
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