It’s that time of year when we have every intention of getting ready for September and the new academic year. So you may want to start considering CPD needs for your staff. The proposed Ofsted framework for September 2019 highlights the importance of mathematical subject knowledge.
the school has taken steps to ensure that all teachers of mathematics, including non-specialist teachers of mathematics, have sufficient mathematical and teaching content knowledge to deliver the topics they teach effectively
As a result, my CPD sessions in 2019 – 2020 will focus on developing subject knowledge as well continuing to address the mastery agenda. As you can see above I am offering a new subject knowledge session on Place Value as well as familiar titles of bar modelling and manipulatives. I continue to work with Rob Snaith Consultancy around the Staffordshire offering interactive and thought provoking professional development. For further details or to book your place, please visit robsnaith.co.uk.
Great to catch up with so many of you during the Spring term network meetings for mathematics (English and Science). Subject leadership can be a very lonely and pressurised place at times and I would always advise you attend a network meeting (with any provider) to make sense of the madness. Of course if you’d like to join us during the summer term, details will be emailed to schools soon or you can keep informed by following me on Twitter. Network meetings are often lively and a great place to bounce ideas around and find out what’s happening both locally and nationally in mathematics. Hope to see you in the Summer.
The National Curriculum for Mathematics aims to ensure that all learners: become fluent in the fundamentals of mathematics, reason mathematically by thinking about relationships and can solve problems by applying their mathematics to increasingly complex problems. This session is designed to develop a deep conceptual understanding of learners’ mathematical reasoning. We will also explore the importance of effective questioning in developing these skills since the quality and variety of language that learners hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof.
This session will take place at St Thomas’ Priory Golf Club, Hawkesyard, Armitage (WS15 1PU).
Caroline Holder, Jane George, Jenny Hart, Karen Lawley, Vanessa Brown and Wendy Precious are all highly experienced, knowledgeable consultants; qualified teachers; DBS checked and fully insured with a proven track record of working with schools to strengthen subject knowledge and pedagogy – thus improving outcomes for learners in Mathematics, English, Science and PE.
This meeting will give you as a HT an overview of the latest developments in mathematics, English, science, PE and assessment as well as key questions to discuss with your subject leaders back in school. Click on this link for timings and programme.
Many schools are targeting times tables recall this year with the potential opportunity to trial the Multiplication Tables Check (MTC) this academic year before it becomes statutory in summer 2020.
I’ve been delivering Times Tables CPD in schools this term and reminding colleagues about the importance of the teaching of times tables sitting alongside the testing of times tables. Many schools are buying into TTR – Times Tables Rockstars – which is a real motivator for many children to develop their quick recall.
But let’s remember about teaching time tables as well, thinking about the key teaching points of repeated addition, commutativity, related facts, inverse and fact families. Using manipulatives can highlighted many of these key features.
I have also been showing the ATM clip of Jill Mansergh teaching a large group of student teachers the x17 tables. My delegates have been watching this open mouthed, often reluctant to join in at first then unable to resist by the end. One teacher asked a great question after watching it: “does it work for any table?”. We then proceeded to practice with a counting stick using the table of their choice (most chose x7). If you have never seen this clip or haven’t for a long time, I strongly advise that you look it up on YouTube https://www.youtube.com/watch?v=yXdHGBfoqfw
This course is aimed at teachers and TAs and will discuss the concrete, pictorial and abstract approach and why it is so important for teachers to use manipulatives in the classroom at both KS1 and KS2.
We will explore how different manipulatives (Numicon, Multilink cubes, counters, bead strings, Cuisenaire rods, counting sticks, place value cards, hundred squares, digit cards, dice, dominoes) can support conceptual understanding in the primary classroom as well as being developed to be used as a reasoning tool.
On 5 July, I had the pleasure of delivering a workshop at the NCETM North Midlands Peak, Central and Salop & Herefordshire Maths Hub Secondary Conference at the University of Wolverhampton, Walsall campus . My session was a highlights version of the work group work I have been carrying out this academic year on Challenging Topics at GCSE for the North Mids Maths Hub. The topic we have been exploring has bee ratio and proportion starting off with the question – “ratio and proportion, what’s the same and what’s different?”
Of course the big highlight for me was meeting my maths hero Johnny Ball so I of course couldn’t resist a selfie along with Prime Maths Solutions. Johnny is still passionate about mathematics and gave a great lecture on the history of mathematics with a couple of ideas that I can’t wait to try out with preciouslearning.co.uk
It’s all go at this time of year. We are in the middle of exam season having gone through end of KS2 SATs, completed end of KS1 SATs and then the last GCSE mathematics paper yesterday. You feel like you have some give in the timetable to start getting ready for next year but before you know it, it’s the end of term and you haven’t done half of the jobs you intended to.
I do have some CPD coming up before the end of term that might be of interest to you and/or your school. There now may be that opportunity to release you from your class. Go to www.robsnaith.co.uk for further details and booking.
I never thought I would be in a position of being able to say that I am speaking at the same event as Johnny Ball but yes I will be. Johnny and I will both be speaking at the NCETM North Midlands and Peak Maths Hub Conference for Secondary and FE colleagues on Thursday 5 July 2018 at the Walsall Campus of Wolverhampton University. Well he’ll be delivering the keynote and I’ll be delivering a workshop of my work as a work group lead for exploring ‘Challenging topics at GCSE’. The focus of this work group has been ratio and proportion across both KS3 and 4 and I’ll be sharing some of the ideas and activities we have been exploring.
This course is aimed at teachers and TAs and will discuss the CPA approach and why it is so important for teachers to use manipulatives in the classroom at both KS1 and 2 particularly when working with fractions. Learners often find fractions a tricky topic and apparatus can allow for learners to demonstrate a deeper understanding.
We will explore how different manipulatives (Numicon, Multilink cubes, counters, bead strings, Cuisenaire rods, counting sticks, dice, dominoes) can support conceptual understanding in fractions in the primary setting.
To gain an understanding of how to make best use of manipulatives in the classroom when teaching fractions.
To experience activities that allow learners to express themselves mathematically using apparatus.
To consider the use of resources such as Numicon as part of a CPA approach for teaching fractions.
RT @RADY_Louise Do you work in a STAFFORDSHIRE school?
You have access to "Thinking Differently for Disadvantaged Learners" fully funded for all staff until 31st Aug
Just register your school by going to challengingeducation… click on 'PLP' then 'register' and you're away
Don't miss out pls pic.twitter.com/s1U0…
RT @OCR_Maths On this day in 1616 Galileo was ordered to stop teaching heliocentrism, which has inspired this #OCRmathsPuzzle!
Place the digits 1-7 in the 7 circles below (one digit per circle), so the sum of digits across the straight lines of 3 circles are equal.
How many ways can you find? pic.twitter.com/30NG…
RT @LEO_maths Here is today's @24game challenge!
Use all four numbers and any of the four operations to make the number 24.
We love to see your solutions, especially when they are from all over the world! 🌎
Tune in later for some possible solutions!
RT @LEO_maths Here is today's @24 game challenge!
Use all four numbers and any of the four operations to make the number 24➕➖✖️➗
We have really enjoyed seeing entries coming in from all over the world! 🌎
Tune in later for some possible solutions!