Probably silly question re. yr 7 maths

[Takver]

What proportion of questions would you expect pupils to get right?

Its very different to the other subjects - there the marking is basically descriptive comments + follow on targets. So dd can always see what she should be working on. Even where work is obviously completed to full expectation there will be something else to do, eg extend vocab in French using resource X. All fantastic and so much better than back in my day :)

But maths is literally just ticks against the questions - and going through her book every one is right for the whole term's work. Is that normal - ie the lesson is taught in class, this is just consolidation, you would expect 100% correct? Asking because dd is still complaining of boredom/slow pace, and not sure how sympathetic to be

Has she been setted yet?

Yes, she's in the top set. I posted a while back re. very low targets, and basically repeating work done earlier in primary (yr 4/5). They have moved on somewhat, but I am still getting a lot of moaning . . .

In a top set there might be some kids who get everything right, there might also be lazy kids who just tick everything regardless of whether it is right or not

Is her homework all correct too?

If her work is all correct, that's not necessarily cause for concern but if it is all correct and she is saying it is easy - so she hasn't had to work to get those correct answers, then she should definitely be asking for harder work.

Yes, homework all correct, and it takes her very little time - never more than 5 - 10 mins (though I'm not sure how long it is meant to take). They do peer marking - I've had a look at the book and the marking child puts their name - so I assume they are actually right! Unlike her other work it is even neat and tidy as she seems to find writing numbers / individual letters much easier than text.

She's worried about speaking to the teacher (a) in case others get harder work too and she is blamed and (b) because she has had some other issues and doesn't want to be seen as a whinger - which I think is a fair point.

Should say that would mean speaking to form tutor - who she/I'd assumed would be the right person as they seem to be problem-solver-in-general (poor souls) - but maybe she should speak to maths teacher.

The maths teacher should be the first port of call. If she completes work easily she could put her hand up and say she has finished and something else should be given to her. But being in Y7 she might be a bit reluctant. You could phone up the teacher and chat to her about the lack of challenge? Asking for some harder differentiated work, a non-confrontational way would be the best approach. The teacher should be perfectly used to this sort of request and happy to oblige.

But from what you've said before, I'm not convinced they're very good!

I'll suggest asking when she's finished work, that might be a good start. Its a shame, all her other subjects they are definitely making them think hard and zipping along. On the other hand, I guess with maths they do want to be absolutely certain that they are solid in the basics, and I keep pointing this out to dd.

There's making sure kids are solid in the basics, and then there's boring the pants off them with work they can do easily. Is it just your DD who is finding it easy because she is at the top of the class?

If she is whizzing through the work easily, there's no harm in offering her a little extra challenge yourself. The book The Number Devil might be a nice read for her?

Going by results only, I think the maths dept is fine overall - a bit over average for GCSE (and it is a very average school intake with a lot of SEN because of local options), and extremely good at AS / A2

Of course, maybe they do very well because they make damn sure they know the basics inside out

I have been supplying some nice extra-curricular reading. DH is very fond of logic puzzles and the like, so they enjoy doing stuff like that together, too.

I'd be looking carefully at their A*-A rate, just to be sure. But if their results are good, then maybe they do know what they are doing. They should up the pace substantially at some point though!

Do bear in mind that there is roughly 50% more in level 5 at ks3 compared with ks2 though.

This does seem to be the total opposite of what my dd is doing in Maths ...they are really being stretched and my daughter often moans that the teacher has too high expectations.... my dd certainly doesn't get all the answers correct - although she did get 92% in the last test (which apparently was the normal end of Yr 7 test)...she's assessed at level 6A/7...lots more brighter kids in the class - VERY average comp on results but bright cohort in Yr 7 ...My daughter states that they are working from a GCSE book and are expected to complete 4 pages in class - of work that isn't always that easy...
Most of her homework is revision so it looks like they work at a fast pace in class (plus one revision class) but then are expected to revise all that they have covered at home ....

Ironically, maths is probably the one class where dd would be happy with that kind of pace . . . such is life!

Your daughters maths book shouldn't have just ticks in it. AFL is being ignored if that is the case. There should be comments and next steps on at least some of the pieces of work. Although your daughter should be taking some responsibility and asking for extension work - not just more of the same - it is the teachers job to get the best out of her pupils, so she really should have recognised the need for harder/extension work.

That's exactly it, juliemaths - all her other books there are detailed comments / targets / next steps. I guess I was trying to figure out whether you'd expect that in maths too.

There's a parents evening next term, so I'll take the opportunity then to ask more. I think as a year 7 it is quite hard to go to the teacher / put your hand up and ask, IYKWIM