Course Options: 1 Day, Half Day, Twilight

Recommended Max People:
25

Full day from:
£855.00 + VAT to £1500.00 + VAT

Half day from:
£680.00 + VAT to £1180.00 + VAT

Add additional participant for as little as £33.00 + VAT per person per day

Please Note:
Course costs are based on 15 participants

This course can be tailored to your individual requirements

Assessing Mathematics at KS2: Life after Levels

This course helps participants to explore how to assess pupil progress in the new national curriculum for mathematics. The course will focus on the three aims of the new mathematics for Key Stage 2 document namely; mathematical fluency, reasoning and problem solving and how these headings will inform the formative assessment of every aspect of the curriculum.

The course will consider the freedom of schools to apply their own assessment criteria to school documents as well as looking at the purposes and uses of assessment to the class teacher. This will include looking at accessible ways to record pupil progress throughout the year.

By the end of the course, participants will start to draft a school assessment document for mathematics in the new curriculum. They will have gained formative assessment ideas for use within their own schools and will have considered how summative assessment can be designed to support ongoing formative assessment.

Course Overview

The course looks at formative and summative assessment with reference to the new curriculum and life after levels.
Participants will look at the proposed new format for the end of KS2 tests and the implications for how mathematical understanding will be assessed nationally, in particular, looking at the areas of problem solving, fluency and reasoning as key areas for assessment. The course provides ideas on how a school assessment policy for mathematics can be set up which is designed to guide assessment for learning from mathematics across the whole school.

Course Objectives

By the end of the course participants will:

  • Start to draft a school assessment document for mathematics in the new curriculum
  • Have in place, secure formative assessment ideas for application in their schools
  • Consider how summative assessment can be designed to support ongoing formative assessment

Detailed course outline and session time table

Session 1

Requirements of the new national curriculum for mathematics
  • What is the implied focus in mathematics at key stage 2?
Losing the levels and gaining yearly expectations
  • Were levels useful?
  • Were levels a hindrance?
  • How did pupils benefit from levels?
  • What are initial thoughts about yearly expectations?
How accurate is our assessment already of mathematical fluency, reasoning and problem solving
  • Three activities that will require your teacher assessment in terms of NC criteria
  • What do we record in our mark books?

Session 2

What should we be assessing?
  • Fluency
  • Reasoning
  • Problem solving
Informed and accurate assessment for pupil progress
  • How do you know they understand a concept?
  • Can they apply reasoning to their approach?
  • How do they approach a problem mathematically?

Session 3

How does the scheme of work affect assessment?
  • Organisation
  • How important are mathematical links?
How do we draft a new assessment document?
  • How do we record formative assessment as accurately as possible?
  • How often will summative assessment take place?

Session 4

Assessment for learning
  • Is progress being made with all pupils?
  • Intervention
Recap
  • Level descriptors to yearly outcomes
  • What assessment will focus on
  • Assessment policy in your school and how it filters through to the year groups
  • Assessment records
  • Progress awareness and intervention strategies

As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Tutor information and course feedback

Russell is an experienced, energetic, successful trainer, Maths adviser, teacher and manager at department level. His degree is in mathematics and education and as a keen maths teacher he is always looking for ways to develop his own knowledge and practice. He is a National Centre for the Excellence in the Teaching of Mathematics Accredited Professional Development Lead Practitioner. With experience in developing and implementing assessment, curriculums and schemes of learning, optimising the learning atmosphere, developing staff potential and managing resources Russell has a proven track record of raising the standard and progress of teachers and students. With excellent subject knowledge Russell’s courses are stimulating and practical, with plenty of opportunity for discussion. Russell believes everyone has the ability to achieve in maths and has the right to fulfil their potential. It is his wish to encourage and enable practitioners to build their pupils confidence, understanding and ability to achieve their full potential in a positive learning environment.

Liked the practical activity - in demonstrating the 3 strands to look for in assessment.
Emphasis on 3 main elements and examples of how to imbed Lots of practical ideas
It was current and very relevant to where I am right now. Having paid for this myself rather than via a school, it was vital that I got the most out of this course. It wasn't school specific as such so was relevant to my position as 1-1 tutor and maths teacher
Excellent ideas for the three areas of fluency, reasoning and problem solving
Relaxed and friendly. Tutor was informed and communicated it well
Engagement, depth of knowledge
How to use new standards and how to assess them

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