What we can do
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In school support developing individual staff, subject leaders, phases or specific aspects of mathematics.
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More course details: |
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Calculation and Manipulatives
Ensuring progression in calculation and the use of manipulatives.
The National Curriculum for mathematics aims to ensure all pupils become fluent in the fundamentals of mathematics so that they are efficient in using and selecting the appropriate written algorithms and
mental methods, underpinned by mathematical concepts.
We believe, both as consultants and teachers, the use of visual and practical resources are imperative to support the development of this understanding. Manipulatives can be powerful tools to support sense making, mathematical thinking and reasoning.
Ofsted’s 2012 report ‘Made to Measure’ suggests that although manipulatives are used in some primary schools to support teaching and learning they are not used as effectively or as widely as they might be.
Our work with schools aims to demonstrate how fluency and conceptual understanding can be developed in tandem.
We will:
Ensuring progression in calculation and the use of manipulatives.
The National Curriculum for mathematics aims to ensure all pupils become fluent in the fundamentals of mathematics so that they are efficient in using and selecting the appropriate written algorithms and
mental methods, underpinned by mathematical concepts.
We believe, both as consultants and teachers, the use of visual and practical resources are imperative to support the development of this understanding. Manipulatives can be powerful tools to support sense making, mathematical thinking and reasoning.
Ofsted’s 2012 report ‘Made to Measure’ suggests that although manipulatives are used in some primary schools to support teaching and learning they are not used as effectively or as widely as they might be.
Our work with schools aims to demonstrate how fluency and conceptual understanding can be developed in tandem.
We will:
- Explore different visual and practical support readily available for schools
- Look at how formal calculation methods for addition, subtraction, multiplication and division can be developed.
- Help schools to develop an effective calculation policy to ensure progression through the year groups;
- Give assistance to schools who wish to develop a progression in calculation document by providing a model policy which meets outcomes of the new curriculum.
- Assist schools in developing their approach to teaching calculation throughout school.
Developing Subject Knowledge
Many teachers report that their confidence in teaching mathematics would increase if they had a firmer understanding of the underlying concepts and the relationships between them.
This course aims to address this through revisiting the main strands of the mathematics curriculum and linking exciting classroom practice with associated pedagogy. Our aim is to cover this over 4 sessions and also provide practical ideas to take back to the classroom for you to try with your children. Teachers will engage in gap tasks between sessions.
Teachers will also be given a resource pack to use in the gap tasks and their teaching back at school.
Aims
Many teachers report that their confidence in teaching mathematics would increase if they had a firmer understanding of the underlying concepts and the relationships between them.
This course aims to address this through revisiting the main strands of the mathematics curriculum and linking exciting classroom practice with associated pedagogy. Our aim is to cover this over 4 sessions and also provide practical ideas to take back to the classroom for you to try with your children. Teachers will engage in gap tasks between sessions.
Teachers will also be given a resource pack to use in the gap tasks and their teaching back at school.
Aims
- To develop an understanding of the role of calculations across the school in terms of both written and mental calculation
- To revisit the UAM maths strand and to think of the range of problem solving approaches and the strategies needed for solving these problems.
- To look at data hadling in terms of progression and understanding
- To develop the understanding of shape, space and measures focusing on progression
- To look at a range of fit for purpose pedagogy and how this can be integrated into the day to day teaching environment.
Problem solving using low threshold high ceiling activities
The new National Curriculum places emphasis on children solving problems, reasoning mathematically using justification, argument and proof.
Problem solving has to be central to all teaching as John Mason said: "A lesson without opportunity for learners to use their own powers, especially generalizing, .. is not a mathematics lesson."
The NCETM has developed the concept of the low threshold high ceiling activities that promote a positive classroom culture - one where the whole class does maths together.
Our work with schools aims to
The new National Curriculum places emphasis on children solving problems, reasoning mathematically using justification, argument and proof.
Problem solving has to be central to all teaching as John Mason said: "A lesson without opportunity for learners to use their own powers, especially generalizing, .. is not a mathematics lesson."
The NCETM has developed the concept of the low threshold high ceiling activities that promote a positive classroom culture - one where the whole class does maths together.
Our work with schools aims to
- Motivate, inspire and engage learners with activities that are accessible for all
- Learn how to make problem solving central to all lessons by sharing interesting, engaging and powerful materials
- Enabling all children to have access to problems posed as well as providing the opportunity for some to explore and challenge themselves further.
Working with teaching assistants
We run either a one day or two day course for teaching assistants that is practical, challenging but ultimately supportive in helping TAs to carry out their role in school.
The course enables participants to review their place in the class and revisit the areas of calculation that they need to have a secure understanding of to support pupils in class.
The main aims are:
Each participant will be familiar with a bank of supportive resources to have in class.
For the two day course a gap task will be provided in the form of a resource for problem solving for participants to trial in school.
- Supporting Children in Primary Schools:
- Developing the role of the teaching assistant.
We run either a one day or two day course for teaching assistants that is practical, challenging but ultimately supportive in helping TAs to carry out their role in school.
The course enables participants to review their place in the class and revisit the areas of calculation that they need to have a secure understanding of to support pupils in class.
The main aims are:
- To understand the small steps of progression in the four operations.
- To look at the core manipulatives to support calculating with the four
- operations.
- To look at the role of speaking and listening and effective questioning
- To learn how to identify common misconceptions that can prevent children achieving expected stages of progress
Each participant will be familiar with a bank of supportive resources to have in class.
For the two day course a gap task will be provided in the form of a resource for problem solving for participants to trial in school.
The Mathematics Subject Leader
The role of the mathematics subject leader has changed dramatically over the past years.
We can support subject leaders in fulfilling the requirements of their post ensuring that mathematical standards in teaching and learning continue to rise across a school.
We also support subject leaders in formulating the different policies and guidelines that they work with the staff for the school.
Ofsted's view of the role is
Where leaders are fully effective, they...
In order to become as effective as possible, we support teachers in:
schools.
The role of the mathematics subject leader has changed dramatically over the past years.
We can support subject leaders in fulfilling the requirements of their post ensuring that mathematical standards in teaching and learning continue to rise across a school.
We also support subject leaders in formulating the different policies and guidelines that they work with the staff for the school.
Ofsted's view of the role is
Where leaders are fully effective, they...
- Play a leading role in preparing and reviewing policy for the teaching of their subject
- Plan and organise the curriculum for their subject throughout the school, establishing how good standards, continuity and progression can be achieved and sustained
- Monitor and evaluate the implementation of policy and planning
- Regularly and systematically provide guidance to colleagues on content, methodology and resources;
- Oversee the assessment and recording of pupils’ progress.
In order to become as effective as possible, we support teachers in:
- Formulating effective mathematics and calculation policies
- Formulating action plans with links to the school development
- plan
- Lesson observations and supporting staff in developing practice
- Planning across the whole school
- Assessment for learning
- Auditing existing resources and advising on the acquisition of new materials;
- Preparing for inspection
schools.
