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Welcome
Welcome back to another school year. We hope that the
term has started well and that your pupils are already
deepening their understanding.
Much has happened over the last 12 months and much
too over the summer break. To help you think about
the priority focuses for mathematics, the Autumn 2016
Newsletter is packed with a full range of articles and ideas.
Contents
02
News and views: Ofsted tell us about the state of primary
mathematics
07
Mastery: ‘It’s differentiation Jim, but not as we know it!’
09
Fluency: Are Your Children Nimble with Number?
14
Take One Resource: Base 10
20
Future courses
Primary Maths
@Hertsmaths
Herts for Learning
01438 845111
hertsforlearning.co.uk
News and views: My Trio of Messages –
Ofsted tell us about the state of primary mathematics
Louise Racher is a Primary Mathematics Adviser for Herts for Learning
Reflections on the Better Mathematics Conference
with OfSTED.
Herts for Learning Maths autumn term newsletter
Having been lucky enough to be in the same room as the esteemed Jane
Jones, Ofsted’s National Lead for Mathematics, I am going to attempt to order
my thoughts succinctly. There were a lot of messages about mathematics
crammed into one day and many thoughts overlapped as is the tendency with
this subject. At the end of the day when I looked back at my own scribbled
notes, I think I could see three general threads. Overall, I was comforted
that her messages aligned with my own and my colleagues. I am reassured,
therefore, that all of the training and subscription materials we are currently
writing and producing to help and support teachers are steered towards those.
02
Despite the conference being organised around the headings in the Ofsted
handbook, my really important thoughts are picked from different parts of the
day. I have attempted to place them into three coherent themes. Therefore,
this is not a chronological recount, nor am I quoting word for word, I simply
offer this as my interpretation of the messages which follow.
Problem Solving
Which value could be found first, next and last, and why?
Which value cannot be found second and why?
Taken from ‘Ofsted Better Maths Presentation’ available via slide share
Herts for Learning Maths autumn term newsletter
The key message here was that we need to make pupils think hard for
themselves, and as Jane Jones presented a problem which was based on a
problem from a Finnish textbook used with seven years olds, the main point
was to “milk every problem for what it is worth” (there was a cow in the
problem, Boom Boom!).
03
Jane Jones took opportunities to ‘get on her soap box’ throughout the day,
which I found really refreshing. I enjoyed hearing her opinions which were
clearly gathered from being in the privileged position of observing many
lessons across the country. One of these urged delegates to abandon their
RUCSAC. Coming from someone who had a (very beautifully presented, if I do
say so myself) display of just that in my own classroom, it was a bit hard for
me to swallow. Since then I have been able to see the flaws in the acronym.
‘RUCSAC’ was really just teaching a procedure and one with gaps in it too.
Newman’s Error Analysis research first carried out in the 1970s found that
most mistakes happen at the ‘transformation’ stage i.e. the stage where pupils
transform their understanding of the problem into the calculation that will
begin to provide a solution. In RUCSAC, this would be between the ‘U’ and
the ‘C’. Whereas, looking at the problems presented to KS2 pupils on Paper 3
this year we can see that the pupils need to recognise their starting point. So
talking to pupils about ‘where they must start, where can’t they start and why’
is crucial to help them refine their problem solving skills and to, essentially,
think independently. ‘RUCSAC’ certainly wouldn’t have helped pupils solve the
problems presented.
Delegates explored a provided worksheet containing some ‘steps to success’
which told pupils to follow a procedure. In following those steps, the pupils
were not being successful as it promoted a complete lack of independence.
So instead, the attention and focus of the classroom needs to be on the
problem solving strategies. At this point, one of my colleagues retrieved the
HfL working mathematically document (from her handbag no less), which
was then passed to Jane during this section. She agreed it would be helpful
to consider those skills and ensure that they are explicitly taught as well as
provide further opportunities through the sequence of learning. As I will be
writing new training materials over the summer, I think this will shift my focus
slightly. We want pupils to really be good at identifying the strategy desired to
solve a problem. This is what the 2016 KS1 and 2 tests demanded. It required
the pupils to assimilate a great amount of information and apply it in specific
ways. That may well have been ordering information, or choosing a starting
point, perhaps deciding on the order of operations, working backwards… the
list goes on. Pupils need to identify the strategy, then they can use the skills
taught during that application. Jane Jones is clearly a fan of George Polya
(as are we), whose first principle was: understand the problem. He taught
teachers to ask pupils questions such as:
Can you restate the problem?
Can you think of a picture or a diagram that
might help you understand the problem?
Herts for Learning Maths autumn term newsletter
Do you understand all of the words
and phrases in the problem?
04
After this, his second principle is to make a plan – to choose the heuristic or
problem solving strategy that will best suit the problem. For pupils to able to
do this, they need to have an extensive set of problems to act on. Only then
will they begin to select the correct heuristic for the problem.
There was a section on attainment and looking at gaps between pupil groups. The message here was catch them early so the gap doesn’t widen. Jane made
the point that often we widen the gap without meaning to, such as giving the
harder problem solving activities to the pupils who are the highest attaining,
while the pupils who are lower attaining may be rehearsing skills. This leads
to those pupils finding it even harder to apply those skills. If we think about
Polya’s work then we can see that by restricting access to problems or over
scaffolding them, even with the best of intentions, we do not provide pupils
with the experiences and skill set to tackle problems.
Reasoning
The next message focused upon reasoning. I liked the way Jane saw this as
the overlapping aim which linked the other two National Curriculum aims.
Without reasoning, you can’t solve problems and you can’t be fluent. Paul
Tomkow, HMI, also interjected with his own experiences of what he sees in
schools upon inspection. He was aware he was generalising but I found his
comments helpful in considering my own classroom practice and where I
might have fitted into the comments he made. One such comment was that
he very rarely saw written statements in mathematics. The pupils might be
asked about what they did, but not how. Again, this resonated with me, as
we have delivered training and outlined that reasoning does need guidance
and support to develop this ability in pupils. They are not always sure how
to record ideas, or structure sentences when referring to mathematical
concepts. It is something we have worked on and continue to work on as a
team through the concept of pupil journaling. I want to think more carefully
about how we can continue to make this a reality in the classroom. Another
job for the summer school break.
Progress and progression – not the same
Herts for Learning Maths autumn term newsletter
The final message I took away from the day was considering ‘progress’ and
‘progression’. How they are very different, yet inextricably linked. If you were
to focus on one domain e.g. fractions and then look across the school in
books or plans at how this is delivered to pupils what would you notice? How
are the concepts being taught? What is being repeated and how does this
build across the school? I thought this would have been a really useful task to
do with the whole staff; helping them to see what is coming before and after
what you are teaching.
05
Soon to be
released HfL
Progression
in Bar
Modelling
Document
Introducing formal methods to pupils was provided as an example. Jane
Jones clarified that there is no statutory requirement to teach content in a
specific year group, but as a Key Stage. How this learning is structured is up
to a school. It did become a running joke between colleagues as we gave
each other sneaky smiles and thumbs up, as we found we either had written
a document to support these ideas, or they were being written and coming
soon. To support progression there will soon be a document which outlines
‘Bar Modelling’ across the primary phase, in addition to a progression of
mental methods across the school as well.
As a subject leader, it was always a challenge to see that progression for all
the different areas of mathematics (and oversee it!) was being taught in a
way that supports and builds on pupils’ understanding. Jane Jones made the
suggestion of helping pupils link between previously taught methods, helping
them notice what is the same and different about the formation of this
method, rather than seeing each method as a different strategy but always
building on the previous strategy until they reach a formal written method
with sound conceptual understanding of the underlying structure behind the
short hand notation.
The afternoon focused on pupils’ books, which helped to re-consider the
main themes which ran throughout the morning. In the interests of trying to
be succinct about this day I will leave that for another time…
Are you looking to make a real difference to mathematics learning in your
school? Would you like to know how to undertake the activities and manage
the challenges of leadership that can do this? Do the priorities in your
mathematics improvement plan include actions to enhance all three of these
areas: teaching & learning; curriculum; leadership & management?
Herts for Learning Maths autumn term newsletter
References
06
Newman, M. A. (1977a). An analysis of sixth-grade pupils’ errors on written
mathematical tasks. In M. A. Clements & J. Foyster (Eds.), Research in
mathematics education in Australia, 1977 (Vol. 2, pp. 269-287). Melbourne:
Swinbume College Press.
Jones, J and Tomkow, P; ‘Ofsted, Better Mathematics Conference’, 19th July
2016, Hertfordshire
G. Polya, “How to Solve It”, 2nd ed., Princeton University Press, 1957,
ISBN 0-691-08097-6
If you are a mathematics subject leader and would like further training around
any of these ideas, then Herts for Learning run a highly popular 5 session
subject leadership course
Becoming a highly effective subject leader: Mathematics
For subject leaders wanting to enhance their contribution to improving
maths across the school. Delegates will gain an in-depth understanding of
expectations of core subject leadership and develop capacity to evaluate
teaching and learning across a range of evidence to drive improvement
forward.
£510 (£567) 16MAT/054P
5 sessions across the year beginning 3rd October 9:00am to 12:00pm
Mastery: ‘It’s differentiation Jim, but not as we know it!’
Nicola Randall is a Primary Mathematics Adviser at Herts for Learning
Over the past year, I have worked with several schools developing a mastery
approach to teaching and learning in mathematics. The approach fits well
with the new curriculum and enables both teachers’ and pupils’ depth of
learning. From my conversations with teachers and leaders, one question that
is on everyone’s mind is, ‘What about differentiation?’
Since being removed from the Ofsted Inspectors’ Handbook last year, it
seems that differentiation has become a dirty word as ‘all pupils move broadly
through the programme of study at the same pace’. At this point, I would
like to draw your attention to the word broadly. This word would suggest
that it is not a ‘one size fits all’ approach, as interpreted by many and in
fact, if you continue to read the aims of the maths curriculum, it goes on to
explain that some pupils will require consolidation whilst others deepen their
understanding. So how does this marry with the mastery approach?
Herts for Learning Maths autumn term newsletter
I think it is perhaps more helpful to consider differentiation as maximising
potential. In order for all pupils to be challenged effectively, teachers will
need to consider how the learning is made accessible at all levels. In my
opinion, this is where the confusion lies. Differentiation as we knew it in
the old curriculum has changed. The word was removed from the Ofsted
framework as it is no longer appropriate to look for three different activities
aimed at each of the attainment groups: low, middle and high. Indeed HAPs,
MAPS and LAPS are slowly disappearing from mathematics planning but this
does not mean that differentiation should too.
07
Differentiation, aka maximising potential, has become more subtle and
sophisticated and therefore a ghost of its former self. Opportunities for all
pupils to deepen their understanding can be achieved through a variety of
flexible approaches, some of which are detailed below:
• careful choice of resource and representation to both challenge
and support
• language/vocabulary prompts to enable all pupils to reason effectively
• low entry/high ceiling activities for learning to build throughout the lesson
• planning based on the underlying mathematical concept and therefore
you may have some pupils in the class working towards understanding
what a fraction is and others consolidating this understanding by
considering how they might convince the teacher that 3/4 is larger
than 5/8
• learning tasks that are carefully constructed to enable pattern spotting
and cognitive challenge
• a range of skilful questioning to create challenge at all levels including
key questions directed at specific pupils at specific pinch points during
the lesson
• flexible approach allows for misconceptions to be explored and clarified
at the point it occurs
In a nutshell, the question is not
‘What can I plan for my pupils that is pitched at their level?’
but
‘How can I ensure my pupils access the learning at an age
appropriate level?’
This style of differentiation requires the teacher to know their pupils well and
have strong mathematical subject knowledge: both key pre-requisites of the
mastery approach.
References
Department for Education (2013) The National Curriculum in England: Key
Stages 1 and 2 framework document. [Online] Available from:
https://www.gov.uk/government/publications/national-curriculum-inengland-primary-curriculum [Accessed 22 July 2016].
Ofsted (2015) School Inspection Handbook. [Online] Available from:
https://www.gov.uk/government/publications/school-inspection-handbookfrom-september-2015 [Accessed 22 July 2016].
To explore this tricky issue of differentiation in the curriculum please book
onto our very popular suite of mastery courses. Don’t miss out, places are
booking quickly.
Mastery and deepening learning in mathematics:
2-day courses: £270 (£302)
Leading and enabling:
16MAT/030P 28th September and 1st March 9:00am to 4:00pm
Key Stage 1:
16MAT/031P 10th October and 23rd February 9:00am to 4:00pm
Herts for Learning Maths autumn term newsletter
Lower Key Stage 2
16MAT/032P 12th October and 9th February 08
9:00am to 4:00pm
Upper Key Stage 2
16MAT/033P 2nd November and 2nd February 9:00am to 4:00pm
Fluency: Are Your Children Nimble with Number?
Rachel Rayner is a Primary Mathematics Adviser for Herts for Learning
Recently, Charlie Harber and I were filmed talking about mental mathematics.
A day of feeling hugely embarrassed by presenting our thoughts to a camera;
I’m sorry to say, I don’t think I did too well. To fit in all we wanted to say in
5 minutes was somewhat of a challenge to say the least. So this blog is an
attempt to put that right… I’ll let you be the judge of how I get on!
Why the focus on mental mathematics?
Our work in research projects around this area has led us to see the gaps
between those children entering school having had rich experiences of maths
at home and those who have had very little. With increasing rarity, pupils
seem to play less with dice, cards, board games or dominoes for example.
Neither do they spend enough time singing counting rhymes and using their
very own counting environment – their fingers. Try asking your Reception
or Year One classes to show you 7 on their fingers. Now spot the pupils who
don’t have 5 as a benchmark to find 7.
Herts for Learning Maths autumn term newsletter
Also we have found, and written about previously in our newsletter, the
group we refer to as ‘fast counters’ who have never really had to develop
fact recall because they constantly divert around it by counting. Nothing
wrong with counting but, when children enter LKS2 and learn formal written
addition, we frequently observe pupils that still have to count out to find ‘3
+ 4’. This is obviously going to impact on how well they learn the formal
written procedure. It seems to us that these pupils are arguably doing harder
mathematics. Once the number ranges increase, so the need to calculate
rather than count impacts.
09
Finally, let’s face it – the statements around mental maths are rather vague
compared to the more specific written method statements. This has led
some schools to focus on the written calculation progression and teaching
procedures over developing adaptive mental fluency. Pupils with little mental
fluency are more likely to trust a procedure unthinkingly than see it as a
range of possible strategies. It is heart-breaking to see some pupils trying
to solve quite simple calculations tracing out formal written methods or
clicking through the jumps on number lines. Controversial? But I believe the
number line has become a procedural written approach that has little impact
on developing fact recall or in how those facts might be used in a range of
strategies.
Return the attention to the number
We need to refocus our pupils to attend to the numbers involved, to think
what can these numbers do for me? Consider the question…
21 – 16
Believe it or not, I have seen pupils attempting to count back sixteen ones
using fingers. Of course, this is much harder maths than the pupil who
understands the concept of equal difference i.e. adjusts the numbers to
20 – 15 knowing that the difference will remain the same but that this is an
easier calculation.
Comparison (drawing out the concept that adding or subtracting the same
quantity from both the subtrahend and minuend maintains the difference
between the numbers)
5–3
is equal to
7–5
5–3
is equal to
3–1
Herts for Learning Maths autumn term newsletter
Extract from HfL Mental Fluency Progression
10
Consider how much easier ‘£16.00 – £7.62’ is
if we use this method to subtract 1p from each
side even if we do see the layout in columns.
What about the calculation 72 – 57? Most pupils
do not see the number holistically as a result of
the teaching of procedures. So they think:
‘2 – 7’… can’t do that so I have to exchange one
of the tens from the 7 and so on.
The pupil who has a good sense of number will
be aware of the fact that many numbers live
within 72 and 57. They will also acknowledge
that 57 is quite near to 60. That might lead them
to partition 72 into 60 and 12.
72
60–57= 3
3 +12=15
12
60
– 57
72 –57=15
Mentally, pupils readily use their number bonds to ten to subtract the whole
57 from 60, which is much easier, and will recombine the resultant 3 and the
12 to find the difference.
If we return to the formal written method, of course we can then point out
to pupils that instead of exchanging we are really decomposing the 72 into
60 and 12. This makes it easier to subtract the 7 from the 12 and the 50 from
the 60. Again, we are then recombining to find the difference. From mental
strategy, we can really support children to better understand written methods.
But both of those examples require pupils to be comfortable playing with
number, being able to decompose and recombine, adjust and compensate
and rebalance.
How do we begin to encourage playfulness?
Well firstly, get your pupils playing with dice and cards etc. The pupil that
recognises the dice pattern ‘5’ has the advantage of seeing 4 dots and 1 dot, 3
dots and 2 dots, 2 dots and 2 dots and 1 dot. That helps when later they want
to add 5 to 7 for example.
Next, we work with our pupils exploring numbers to ten, decomposing
and recombining, exploring one more one less, looking for patterns and
considering how close to ten.
Herts for Learning Maths autumn term newsletter
Part part whole model
(drawing out the concepts of regrouping and commutativity)
11
4
7
3
3
3
7
1
Then, we explore and discuss multiple strategies for one calculation.
Regrouping the subtrahend
Regrouping the minuend
or
Reflections
Herts for Learning Maths autumn term newsletter
• H
ow much time do you give your children to discuss, explore and
evaluate strategies?
12
• Is there more you could do to nurture children’s own innovations on
mental strategy?
• A
re your pupils able to interpret representations of shared strategies and
acknowledge other people’s strategies?
• Do you and your children play enough with numbers?
Come and be playful with number on our Mental Fluency: The Secret to
Success suite of training courses.
Do your pupils approach their mathematics with confidence and flexibility?
Are your pupils able to select varied, adaptive and efficient strategies? Mental
fluency is paramount to learning successfully in mathematics. The current
testing framework clearly indicates that pupils must be mentally fluent to
a far greater degree than previously. These sessions are packed together
with practical ideas that are guaranteed to ignite your pupils’ ability to work
mentally, with facts at their fingertips and strategies aplenty.
Leading the whole school approach: (for subject leaders)
16MAT/049P 19th October 9:00am to 4:00pm £147 (£167)
Key Stage 1:
16MAT/046P 7th November 9:00am to 4:00pm £147 (£167)
Lower Key Stage 2
16MAT/047P 8th November 9:00am to 4:00pm £147 (£167)
Herts for Learning Maths autumn term newsletter
Upper Key Stage 2
16MAT/048P 9th November 9:00am to 4:00pm £147 (£167)
13
Take One Resource: Base 10/Dienes Equipment
Louisa Ingram is a Primary Mathematics Adviser for Herts for Learning
An understanding of our number system is key for pupils who can then use
this knowledge to explore patterns and relationships between numbers. Base
10 or Dienes equipment provides a concrete representation of our base 10
number system and can be used alongside pictorial and abstract recordings
throughout primary school whenever new concepts are taught.
The equipment:
All the equipment is proportional and includes:
Ones: the cubes which measure 1cm on all sides
Tens: The rods which measure 10cm by 1cm by 1cm
Hundreds: The flat square that measure 10 cm by 10 cm by 1cm
Thousands: The blocks which measure 10 cm on all sides
Encourage pupils to explore the relationships between the rods for
themselves e.g. to find out that it takes 10 small cubes to make 1 rod.
Herts for Learning Maths autumn term newsletter
These can be re-valued to provide pupils with a representation of decimal
place value when pupils enter key stage 2:
14
1
0.1
0.01
1
10
1
100
It is often useful for pupils to use a place value mat when using the base 10
resources. This helps pupils to organise their resources as well as promoting
the structure of the number system.
Base 10 can be used to support the teaching of a variety of national
curriculum 2014 end of year statements in all Year groups from years 1 – 6.
For example:
• compare and order numbers up to…
• recognise the place value of each digit in a…. number
• identify, represent and estimate numbers using different representations
• read and write numbers up to… in numerals and in words
CPA
It is important that pupils are encouraged to visually represent their thinking
when using manipulatives, such as the base ten equipment, to reinforce the
conceptual understanding of their learning. Any adults working with pupils
can model how they can draw the base 10 and set out expectations for
presentation.
Herts for Learning Maths autumn term newsletter
Representation & Partitioning
15
There are a wide range of games and learning activities which can be adapted
to the place value expectations of each year group and involve representing
and drawing numbers to reinforce pupils’ conceptual understanding.
Throughout all games and learning activities, encourage pupils to say the
number(s) involved out loud using place value language e.g. for ‘473’ – ‘four
hundred and seventy three’ not ‘four, seven, three’.
Possible learning activities:
• Turn over a series of digit cards to create a number and then ask pupils to
build that number using the base 10 and a place value mat. You can also
use dice. Encourage pupils to write the number in digits and words also.
Read – say – write – represent a number
• A
sk one child to build a number and another pupil to say and write the
number. This is the reverse of the above.
• Ask one pupil to make a number out of the base 10 equipment and pupils
to recreate the number that is ten more or ten less etc.
• Riddles: pupils ask a question and then represent the answer using
base 10.
For example:
• I have 23 ones and 4 tens. Who am I?
• I have 17 ones and I am between 40 and 50. Who am I? How many tens
do I have?
• I am 56. I have 2 tens. How many ones do I have?
• I have 4 ones, 12 tenths and 6 hundredths…. Now make me 3 ways.
The TLA team created a resource for pupils to capture the pictorial recording
of the base 10 representation of a number. This can be adapted for whole
numbers and decimals depending on the year group focus.
LO: to explore partitioning numbers
Draw your number
Partition your number into tens and ones
Draw the number that is 10 more than
your number
Write my number in digits
Draw a different way to make your number
with the Base 10
Write how you partitioned another way
And another way…
And another way…
Write how you partitioned another way
Write how you partitioned another way
Draw the number that added to your number
makes 100
I made this number again using exactly 28 pieces of
equipment.
Draw your solution here
Can you work out how it was made?
Target number / ‘Crooked Rules’ game.
Herts for Learning Maths autumn term newsletter
Agree a rule e.g. to win you must make the biggest or smallest number, an
even or an odd number, a multiple of… in the range of etc.
16
Pupils take it in turns to roll the dice and then decide which column to place
the digit in. In the crooked rules version they can choose to place their digit in
their opponent’s column. Any adults working with pupils can encourage them
to explain their choices using place value language.
Once pupils have created their number they then represent this using the
base 10 equipment. They can then order the numbers, make 10 more, ten
less etc.
Ensure pupils have opportunities to explore systematic partitioning and
exchange. For example, with the number 49:
i) 4 tens + 9 ones
ii) 49 equals 3 tens + 19 ones
iii) 49 equals 2 tens + 29 ones
iv) 49 equals 1 ten + 39 ones and
v) 49 ones
• P
upils can use base ten equipment to explore key concepts such as
comparing and ordering numbers. They can build the numbers given to
support their understanding of the value of each number.
Reasoning
It is important that all pupils are encouraged to reason with numbers within
their place value focus.
Pupils can then use the base 10 equipment to build their ‘proof’ - how they
know the answer to questions such as:
• C
onvince me 47 is bigger than 27.
• Show the value of the digit 2 in these numbers: 201, 20, 321, 12, 0.2 etc.
Explain how you know
• True or false: 0.27 is the smallest number in this set of numbers.
Explain your answer using pictorial representations. 0.72, 0.02, 0.07, 0.27,
0.22, 0.77
Zero as a placeholder
Herts for Learning Maths autumn term newsletter
This is a key concept for pupils to understand. For example,’402’ can be
mistaken for 42 without the zero in the tens place. Therefore, it is important
for pupils to undertake learning activities to support their understanding of
zero as a placeholder.
17
A pupil constructs a number that they have been given such as 204, 20, 330
etc. Using base 10 equipment on a place value chart using zero as needed –
there would be no pieces in a column with zero (and vice versa).
Introducing exchange
Bankers game: pupils work in pairs to roll the dice and take the number of
ones that correspond to the number shown on the dice. Pupils continue to
do this for a set period of time. Once they have ten ones they exchange those
ten ones for a rod. Ask another pair to check at the end that the exchange has
been carried out correctly and the number generated matches the base 10
equipment collected.
Calculation
Whenever a pupil is introduced to a new calculation model they can use base
10 to support their conceptual understanding of the process.
For example, when being
introduced to partitioning for
addition pupils can use base
10 on place value mats to
model the steps involved:
Herts for Learning Maths autumn term newsletter
This can then be continued
when pupils are introduced
to column addition for the
first time and then later
when they are introduced to
exchange.
18
Base 10 can also be used
to represent calculation
sentences:
Base 10 can then be used to support concepts such as exchange and
regrouping and for all 4 calculation areas. Teachers must always refer to
their school’s calculation policy for progression through calculation. Often
calculation policies will also include models so that there is consistency in
representations across a school.
Want to learn more?
Securing number sense and place value
This 2 hour short course seeks to provide ways of supporting pupils to ‘really’
understand place value and develop number sense.
£48 (£54)
16MAT/055P 5th October 4:00pm to 6:00pm
St Margaret Clitherow Primary School, Stevenage
16MAT/056P 11th October 4:00pm to 6:00pm
Yewtree Primary School, Hemel Hempstead
Herts for Learning Maths autumn term newsletter
16MAT/057P 13th October 4:00pm to 6:00pm
Burleigh Primary School, Waltham Cross
19
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Effective leadership: improving progress in maths
Supporting puplils to make at least expected progress is challenging. Knowing
how to monitor and evaluate progress is an important part in establishing the key
priorities. This course will support leaders to undertake a sharply focussed review
of pupils’ books, examine the use of assessment for learning and explore available
resources to support strategic subject leadership.
£147 (£167)
16MAT/050P 17th November 9:00am to 4:00pm
Helping pupils to catch up right now
Managing effective intervention to help close gaps in mathematics
How can you respond quickly to get pupils back on track? Develop strategies to
secure learning.
£147 (£167)
15MAT/052P 22nd November9:00am to 4:00pm
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Helping children with specific learning difficulties to understand and
progress in mathematics
20
Gain insight into the difficulties faced by children and make reasonable
adustments to your teaching.
£147 (£167)
15MAT/045P 29th November 9:00am to 4:00pm
Making maths stick: addressing gaps and misconceptions
Many pupils experience difficulties in developing some aspects of their
mathematical understanding and struggle to make crucial links in their learning.
Probing this further can reveal where gaps and misconceptions lie and support
the identification of the building blocks in learning. The raised pitch and focus
means it is ever-more challenging to ensure all children keep up.
£147 (£167)
16MAT/044P 14th November 9:00am to 4:00pm
Enhancing learning in the new curriculum:
developing reasoning
All sessions run from 9:00am to 4:00pm £147 (£167)
How do we achieve reasoning and sense-making as part of our everyday
mathematical classroom? These practical courses will support you to develop a
wealth of adaptable activities that promote reasoning and sense-making matched
to curriculum expectations. You will explore how to develop crucial reasoning
habits in your learners and how you can exploit these as valuable assessment
opportunities.
Key Stage 1
16MAT/041P 7th December
Lower Key Stage 2
16MAT/042P 28th November
Herts for Learning Maths autumn term newsletter
Upper Key Stage 2
16MAT/043P 23rd November
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