Session 3: Leading PD through
collaborative planning
© Crown copyright 2005
Crown copyright statement
The content of this presentation may be reproduced free of charge by schools,
local education authorities and ITT providers provided that the material is
acknowledged as Crown copyright, the publication title is specified, it is
reproduced accurately and not used in a misleading context. Anyone else wishing
to reuse part or all of the content of this publication should apply to HMSO for a
core licence.
The permission to reproduce Crown copyright protected material does not
extend to any material in this publication which is identified as being the
copyright of a third party.
Applications to reproduce the material from this publication should be addressed
to:
HMSO, The Licensing Division, St Clements House,
2–16 Colegate, Norwich NR3 1BQ
Fax: 01603 723000
e-mail: [email protected]
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.1
Aims for the session
 To provide practical suggestions for subject
leaders in their role of leading curriculum
developments
 To consider the three components to improving
planning and teaching so that pupils think more
deeply about concepts in mathematics in Key
Stage 4
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.2
The three components
Handout 2.1
Exploring the
mathematics of a
rich task
Building a
sequence of
lessons
Tailoring
progression through
objectives
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.3
2.2 Prompts for discussion
Handout 2.2
 Reflect on the way in which each of you
expressed your understanding and comment
on any surprising aspects of the thinking which
emerged
 Consider how the following helped you develop
your own thinking
 The structure of the activity
 Working in pairs
 Particular resources
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.4
The three components
Exploring the
mathematics of a
rich task
Building a
sequence of
lessons
Tailoring
progression through
objectives
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.5
2.3 Prompts for discussion
Handout 2.3a,
2.3b, 2.3c
 Consider what a secure level 6 pupil should
reasonably be expected to know and
understand in SS&M at the start of Year 10
Refer to 2.3a and 2.3b, highlight 2.3c
 Green – elements which should be secure
 Amber – elements which pupils have met but
perhaps not fully understood
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.6
Three principles for planning
Handout 2.3d
from objectives
 They build on existing knowledge and use this
as a starting point for new concepts
 They are chosen to lead a coherent
programme of holistic topics with worthwhile
end points
 They plan for teaching and understanding
slightly beyond the target grade in order to
ensure this coherence and a secure
understanding
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.7
The three components
Exploring the
mathematics of a
rich task
Building a
sequence of
lessons
Tailoring
progression through
objectives
Secondary National Strategy Mathematics
Handout 2.4
© Crown copyright 2006
Slide 2.8
2.4 Working together to plan a
sequence of lessons
 What do I want the pupils to learn as a results
of doing this task?
 Which objectives match this task?
 Which unit(s) in your year 10 scheme of work
could this sequence of lessons inform?
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.9
2.4 Prompts for discussion
 How might pupils be thinking as they tackle the
mathematics through the task?
 How will pupils be engaged with the activity
through discussion and working together and
what resources will be used?
Secondary National Strategy Mathematics
© Crown copyright 2006
Slide 2.10