Primary

Diagnostic Assessment

Developing Diagnostic Assessment

Diagnostic assessment is a powerful tool for pinpointing key areas of strength and challenge in children’s mathematical learning. It can be used in a number of ways such as:

To identify areas of need in preparation for intervention (keep up or catch up).

To ‘take the temperature’ of the class prior to or during a block of learning enabling teaching to be more precisely focused.

To identify challenges and strengths for children with special needs.

To assess a pupil who is new to the school.

 

This workgroup gives teachers in Key Stage 2 the opportunity to:

  • Develop their understanding of diagnostic assessment compared to standardised assessment and the relative value of each.
  • Develop their practice in carrying out diagnostic assessment as a tool to identify areas of strength and challenge in children’s learning.
  • Write and trial new types of diagnostic assessment for maths beyond the four operations, initially fractions.
  • Reflect and consider the use of diagnostic assessment in their school as a tool for identifying challenges and strengths for groups of pupils, individuals (e.g. children new to the school, SEND) and for the whole class prior to a block of learning.
  •  

Further details of the workgroup sessions can be found below.

 

The venue for all the sessions is

Meadow View Primary School, Meadow Hall Road, Rotherham, S61 2JD.

If you are interested in participating, please contact Judith Copley by email as soon as possible and before Wednesday 19th December.

This email address is being protected from spambots. You need JavaScript enabled to view it.

 

The dates & details for the workgroup are:

Monday 21st January 2019                 9.15am to 12.00

Diagnostic and standardised assessment: similarities and differences.

Key elements in diagnostic assessment and how to deliver it.

Gap task: deliver some diagnostic assessments and reflect on the process.

Friday 21st February 2019                   9.15am to 3.00pm

Review of gap task. Input around the development of fractions. Time to plan some diagnostic activities for fractions.

Gap task: trial some of the activities.

Thursday 14th March 2019                  9.15am to 3.00pm

Review of the gap task. Time to tweak fractions activities and work further on these.

Begin to develop activities and questions for another element of mathematics – to be chosen by the delegates.

Gap task: trial some activities and consider their use.

Ask other members of staff in school to use the questions and feedback.

Friday 10th May 2019                          9.15am to 3.00pm

Review of the gap task. Time to tweak activities covered so far and develop these further.

Gap task: trial activities further across the school and consider the successes and challenges of this approach.

Monday 17th June 2019                      9.15 to 12.00

Delegates to review and present findings.

 

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Primary Subject Knowledge

 

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There are different types of Work Groups which may be appropriate for colleagues' professional development. These include:

  • Mastery Readiness
  • Teacher Subject Knowledge Enhancement
  • Teacher Assistant Subject Knowledge Enhancement - follow this link
  • Primary Mastery Programme

 

As schools are in diferent stages of their mathematics development, we strongly advise maths leaders contact one of our local representatives.

Barnsley       Michelle Knott – This email address is being protected from spambots. You need JavaScript enabled to view it.

Doncaster    Yvonne Whaley – This email address is being protected from spambots. You need JavaScript enabled to view it.

Rotherham   Georgina Brown - This email address is being protected from spambots. You need JavaScript enabled to view it.

Sheffield       Pete Sides - This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Who will be happy to discuss the most appropriate options for your school.

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Primary

 

Quick links to work group pages (click on sub-headings)

Lesson design

Intervention in a mastery context

Planning for greater depth

Y5 - Y8 continuity

Teaching Assistant Subject Knowldege Enhancement

Developing Working Partnerships for SEND and Mathematics

Further Workgroups

Primary Subject Knowledge

 

Is "Teaching for Mastery" copying the Chinese?

Much has been made in the press of schools in England adopting a Shanghai appropach to teaching maths. Whilst maths hubs nationally are committed to support schools develop effective and aspirational teaching & learning strategies what is not being suggested is a simple "parachuting" of Chinese culture and pedagogy into our schools. However seeking to learn from the most succesful practitioners both nationally and internationaly would only be common sense and reflecting on both current practices and past research and how this can benefit our students should be a key responsibility for teachers.

What seems to have emerged and enthusiastically welcomed by teachers is a focus on developing pupils true understanding of the fundamental structures of maths. Knowing how to complete a mathematical technique is not enough but to know why it works and when it is appropriate to apply this technique and how this fits into the wider structure of maths reveals a much deeper understanding.

Terms like fluency and mastery on their own may be too easily misinterpreted either through misunderstanding or a cynical view, but the principles of the so called "Shanghai" or "Singaporean" methods of teaching maths are in line with Skemp's comparison of Instrumental and Relational Understanding written 40 years ago.

Maths hubs and the NCETM are using the term "Teaching for Mastery" to label this newly emerging set of principles and pedagogies which are a blend of "re-discovered" strategies (although I'm sure there are many professionals who would rightly claim they have been sticking to these principles for years) and successful East Asian practices. BUT it is teachers in England who will eventually determine what Teaching for Mastery becomes.

The South Yorkshire Maths Hub reflects the national view that teachers need to develop over time through professional reflection and collaboration. Not every school will develop at the same pace nor will they choose the same focus for development. Teachers and schools are the experts for the children in their care and leaders will no doubt be wary of wide ranging revolutionary change opting instead for evolutionary development. SYMH will endeavour to support schools make the most appropriate step for them and provide suitable options for self-development within a growing culture of collaboration.

To this end there are a number of programmes available for schools to access. These are featured on this website and highlighted in the monthly newsletters but for further information we encourage you to contact us to discuss your needs by emailing This email address is being protected from spambots. You need JavaScript enabled to view it. We would also bring schools' attention to the articles and resources featured on the NCETM website https://www.ncetm.org.uk/resources/47230 some of which we have drawn upon to help exemplify current thinking in the article below.

Teaching for Mastery

Since mastery is what we want pupils to acquire (or go on acquiring), rather than teachers to demonstrate, we use the phrase ‘teaching for mastery’ to describe the range of elements of classroom practice and school organisation that combine to give pupils the best chances of mastering mathematics.

And mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject. At any one point in a pupil’s journey through school, achieving mastery is taken to mean acquiring a solid enough understanding of the maths that’s been taught to enable him/her move on to more advanced material

The essential elements are contained in this paper published in June 2016. The essential elements NCETM June 2016

Developing and incorporating teaching for mastery into every day school practice is going to take time and the aim of SYMH is to enable schools to access ways in which this can be done from providing introductory presentations, programmes of develpoment for maths coordinators and facilitating the national programme of teaching for mastery specialists to mentor participating schools.

Part of these programmes are to introduce and look at in more depth five big ideas around teaching for mastery.

Five big ideas

5 bi ideas

Clearly in order to fully explore what these big ideas mean in the context of the classroom and every day school practice we encourage schools to engage in the professional development programmes being offered, but a summary of some of the aspects within these ideas are..

 5 coherence

5 F1

5 F2

5 RS1

5 RS2

5 V1

5 V2

5 V2

5 V3

5 MT1

5 MT2

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Diagnostic Assessment

02-12-2018 Hits:40

Developing Diagnostic Assessment Diagnostic assessment is a powerful tool for pinpointing key areas of strength and challenge in children’s mathematical learning. It can be used in a number of ways such...

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Primary Subject Knowledge

29-08-2018 Hits:385

    There are different types of Work Groups which may be appropriate for colleagues' professional development. These include: Mastery Readiness Teacher Subject Knowledge Enhancement Teacher Assistant Subject Knowledge Enhancement - follow this link Primary...

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Y5 - Y8 continuity

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Intervention in a Mastery Context

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Lesson Design

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  Quick links to work group pages (click on sub-headings) Lesson design Intervention in a mastery context Planning for greater depth Y5 - Y8 continuity Teaching Assistant Subject Knowldege Enhancement Developing Working Partnerships for SEND and Mathematics Further Workgroups...

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