# Levelling children in maths in autumn term using APP

Discussion in 'Primary' started by Rebru, Nov 13, 2011.

1. ### Rebru

Does anyone have ideas as to how you can 'accurately' level chn in maths, using APP, in the autumn term when they have only been taught a fraction of the curriculum?
Struggling to work this one out.
Thanks.

2. ### tafkamOccasional commenter

Does the fact that you've not taught, for example, fractions, mean that they know nothing about it?
Why are you not just continuing with last year's grids which show you what they already knew?

3. ### butterbeer

We are continuing with last year's grids. It still means that as all areas have equal weighting, you cannot easily show they have moved up a sub level if they haven't covered much space, shape etc so there is not much that is new to highlight. In order to show them moved up, you do need to be able to highlight new things across the board.

ALl areas don't have equal weighting though. We use a complicated formula from our LA, which I assumed everyone else used too!
1) convert the level for each attainment target into NC scores ( so MA1 might be 23,MA2 25 etc)
2) multiply by the weighting for that AT MA1 is x2, MA2 is x5, MA3 is x2, MA4 is x1
3) add the total scores together
4) divide by 10
5) convert the result back into a NC score

Please tell me it's not just my authority!

5. ### Lilybett

I honestly just burst into tears reading this

6. ### butterbeer

I can honestly say we don't use this most unusual method! Our guidance is from the National Strategies website thingy where it says you use best fit on each area and then use this to make an overall judgement. It does say:
"a good degree of professional judgement is also needed as there is no exact mathematical formula which has to be applied".
Our training and input has been that in maths all areas are weighted equally, but as there is more in number this would naturally count for more. It still makes it harder to cover enough in all areas by the time you do APP the first time in the year (well it certainly does for me!)

Why?
It's quite clear that Number and Algebra have a higher weighting in the NC than, for example data handling or shape and space-just look at the curriculum content and the SATS papers, the incidence of Number objectives and questions is MUCH higher than data handling for example. It seems only right that number should have a greater weighting in deciding an overall level using APP too.

8. ### minnieminxNew commenter

I think it might just be your authority! And I'm very, very glad it isn't mine!

We use APP for each attainment target. We use a best fit across the various aspects to get a sub level for each AT. Then a best fit from that to get an overall sublevel.

So while my children may not have moved on in SSM, I can show that they have in Number. And so on.

9. ### cally1980Established commenter

We use Classroom monitor to record our app, they have a traffic light system and each target will have a different weighting that is predetermined by them. The system will then level/sublevel based on the data you have input. Levels can be changed though if you do not agree with what they have come out as. E.g. I sometimes find that due to the weightings they go up a sublevel when im not 100% they have hit it, so I put it down one based on my own TA. I dread to think how long it would take trying to sublevel using that formula!