MathsInformationEvening

EmmanuelMiddleSchool

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RobChristopher:InterimHeadofSchoolEmmanuel

LizWest:CEOWimborneAcademyTrust

LouiseJeffs:MathsSpecialistforWimborneAcademyTrust,SchoolImprovementTeam&SLEforWimborneTeachingSchool

KatharineAnstey:HeadofSchoolStJohn’sFirstSchoolWAT:aleadMNPschool

2014– NewCurriculumforEngland

TheNationalCurriculumaimstoensurethatallpupilsbecomefluentmathematicians,canreason

mathematicallyandcansolvemathematicalproblems.

Ofsted guidanceforOutstandingmathsteachingandlearningstatesthatpupilsshould:

- understandimportantconcepts,makeconnectionsandapplywhattheyknow

- showexceptionalindependence,perseveranceandconfidence

- embracelearningfrommistakes- reason,generalizeandmakesenseofsolutions- befluentinmentalandwrittencalculation- beaccurateinmathematicallanguageandsymbolsin

theirrecordedworkandindiscussions- bepassionateandcommittedtomaths

NCETMstatesthatallpupilsshould:

-Acquiremasteryofmathematics-Continuetoacquiremasterthroughouttheirschoollivesandbeyond

NCETMstatesmasteryis:

-acquiringadeep,long-term,secureandadaptableunderstandingofthesubject-acquiringasolidenoughunderstandingofthemathsthat’sbeentaughttoenablehim/hermoveontomoreadvancedmaterial

SingaporeteachesmathsbetterthanmostcountriesincludingtheUK,accordingtointernationalrankingsforsecondarypupils.

Bruner:Concrete,Pictorial,AbstractapproachVygotsky:richdiscussion&peertalkPiaget:thinkingprocessesratherthanoutcomesDienes:explorationbeforestructureandavarietyofmethodsSkemp:makinglinks

‘SingaporeApproach’

TheapproachWimborneAcademyTrust&EmmanuelistakinginmathstomeettheNationalCurriculum,OfstedandNCETMcriteriaisbasedon3fundamentalareas:

1.IdentifyingandaddressinggapsinKeySkillsinpreviousyeargroupcurriculums

2.UsingtheresearchfromBruner,Vygotsky,Piaget,DienesandSkemp

3.OfferingallchildrenGreaterDepthopportunities

FindingsasanSLE

Developmentwasneededin:- Formativeassessment– detailedinformationofwhatthepupilcanandcan’tdo

- Addressingthegapsinpreviousyeargroupcurriculums

- Pace- Aspiralingcurriculum- Pupildiscussion- Concrete,Pictorial,Abstract(CPA)

LessonStructureacrossWimborneAcademyTrust&Emmanuel

3mainstructures:

1.Wholeclassinterventionlesson

2.Groupinterventionlesson

3.Schemelesson

WholeClassorGroupInterventionLesson

- 2,3,or4partlessons- AddressinggapsidentifiedfromKeySkills

assessments- Opportunityfortimestablestobepracticedor

tested- Varietyofmethodsexplored- Concrete,pictorial,abstractapproach- Pupildiscussion– reasoning- Pace- Differentiatedwherenecessary- Increasinglydifficultquestions

Exampleofaddressingthegaps:mentalmethods

Whichmethodwouldyouusetosolvethiscalculation?

"I know the answer already so I don't need to write an explanation or draw a diagram."

300– 124=

100204

300– 100=200- 20=180- 4=176

300– 124=

2991

299– 124=175+1=176

xxxx

NewmathsresourcesinEmmanuelinclude:

SchemeLesson

- CreatedbyLJeffs(KS2)&LJeffs&RHardy– QE(KS3)- Follow’s‘MathsNoProblem’lessonstructurewith

additionalGreaterDepth- BasedonWhiteRoseMathsHubresources- Y9&Y10QEfollowingthesamelessonstructure

SchemeLesson

InFocus:Explore,Gather,Structure,Journal

GuidedPractice:collaborative,whiteboards,teacheroverview&guidance

Activity:Independentwherepossible,adultsupportwhereneeded,assessmentofthelesson

GreaterDepth:forrapidgraspers

5Ch1cPlaceValueLesson1WALT:Roundingnumberstothenearest10,100and1000InFocus

InFocus:Explore,Gather,Structure,Journal

GuidedPractice

Modelnumber-linestoteachhowtoselectthenearestnumbertoroundto.Givechildrenaselectionofnumberstoroundtothenearest10,100and1000.

NOTES:• Don’tjustteachtheruleof5andabovegoesupandbelow5goesdown

• Usenumber-linestoshowwhichnumberisthenearest• Whichplacevaluecolumndoweneedtolookatwhenweroundthenearest1,000?

• Ensuretheroundeddigitisfollowedbyzeroswhenroundingwholenumbers

Activity

GreaterDepth

OtherGreaterDepthactivities:

BarModellingPictorialwayofmakingsenseofaproblem

Samhad10redmarblesand12bluemarbles.Howmanymarblesdidhehavealtogether?

Tomhas10pencilsandSamhas6pencils.HowmanymoredoesTomhave?

Peterhas4booksHarryhasfivetimesasmanybooksasPeter.HowmanybookshasHarry?

Mr Smith had a piece of wood that measured 36 cm.He cut it into 6 equal pieces.How long was each piece?

A computer game is reduced in a sale by 30%. Its reduced price is £77. How much was the original price?

AKeyStage3wordproblem:

A computer game is reduced in a sale by 30%. Its reduced price is £77. How much was the original price?

AssessmentFormative&SummativeAssessments

Formative:EverylessonAttheendoftheChapterKeySkillsassessments(informteaching,butcanalsobeusedtoinformsummative)

Summative:EndofKeyStage2practicetests&actualtestsTeacherjudgementattheendofeachhalfterm

Moderation

WithWimborneAcademyTrust&otherinterestedschools(120teachersatthelastmoderation)

WithMathsspecialistforWimborneAcademyTrust

Mathsspecialistalsoliaiseswith2otherMathsspecialistsfromTrustsinLondon&Devon

MathsspecialisthasalsojustrecentlymoderatedwithEmmanuel’s3mainfeederFirstSchools

FurtherplansaretoalsomoderateKS3withQEandCranborne– meetingshavealreadybegun

HelpingyourchildathomewithmathsEncouragehomeworktobedoneintheallocatedtimeeachweek(20minsKS2,30minsKS3)

Practicetimestablesasmuchaspossible– yourchildshouldknowwhichtabletheyarelearning.Focusonlyonthatone,untilitistestedandsecureinschool.(AllshouldbesecurebytheendofY4includingfactfamilies.)

Practicequickrecallofnumberbonds• 1digit(AllchildrenshouldbesecurebytheendofY2)• Numberbondstomake100(Y2)ThesearenecessarytohavethroughoutschoolingfromY2toGCSEandbeyond

Practicecountingforwardsandbackwardsfromanynumberin1s,10s,100s,1000s,10000suptoonemillion(Y5),tenmillion(Y6)

Practicecountingbackwardsthroughzero

Encouragepictorialrepresentationsespeciallywithwordproblems,fractions,decimals,percentages&ratio.

Encouragereasoninginmaths– ask‘Howdidyoudothat?’or‘Whyisyouranswercorrect,becauseIgotadifferentanswer?’

Encourageapositiveapproachtoexplorationanddiscussionwithmaths

Thankyouforattendingthismathsinformationmeeting.Wehopethishashelpedyoutofindoutmoreaboutyourchild’seducationatEmmanuel.

Pleasedonothesitatetocontactusifyouhaveanyfurtherquestions.