Home » Local Innovation Work Groups 2016-17

Local Innovation Work Groups 2016-17

For Primary and Secondary

Timescale: September 2017

Who is involved? Brompton on Swale Primary, Arkengarthdale, Richmond Methodist, North and South Cowton, RAF Leeeming,

What we hope to achieve:

* Teachers have a clear understanding of what Mastery is.
* Teachers understand the concept ‘all children have the right to achieve mastery’ so pupils will not be grouped by levels
* Teachers will have knowledge and understanding of the concrete, pictorial and abstract
* Pupils use practical equipment to investigate and discover mathematical concepts
* Teachers allow more time for children to think and will focus on how their children think and work through challenges and build on this to support and extend reasoning and problem solving skills.

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact: Sam Marino smarino@bromptonschool.net

EYFS St. Bede’s, Darlington

Aim:
To develop a mastery approach to mathematics beginning in the EYFS
To focus on the idea of CPA and develop pupils’ metacognition and communication skills
To improve mathematical knowledge and understanding and encourage resilience

Timescale: 2016-2017

What we hope to achieve:

• Pupils in EYFS will develop metacognition and communication skills
• Resilience in mathematics
• A teaching transition programme for schools to use to support EY to Year 1 in mathematics
• Teaching Assistants will develop lesson study skills in a collaborative setting

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact: Emily Milward and Dot King

Mixed Aged Teaching in rural schools

Aim:
To be able to confidently and effectively teach mixed age classes in rural schools.
To use effective questioning.
To encourage depth rather than applying differentiation and allowing all pupils to move forward together.

Timescale: 2016 - 2017

What we hope to achieve?
• Lesson design focused on the use of concrete and visual representations to embed understanding across all classes.
• Strong leadership and management of mathematics in mixed age rural settings
• A clear set of principles, policies, practices and systems (including curriculum and staffing / timetable developments) which embody a mastery curriculum and a teaching for mastery approach
• Teachers have enhanced mathematics subject knowledge
• Teachers gain a deep understanding of the principles and pedagogies related to teaching for mastery
• Effective teaching, planning and assessment supports a teaching for mastery approach with mixed age classes
• Pupils develop a deep understanding of the mathematical ideas they are taught so that they fully meet the aims of the National Curriculum
• Create a NCETM community forum to share resources throughout the country.

Who is involved? St William’s Trimdon

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact:
Julie Pattison Julie.Pattison@northyorks.gov.uk
Michael Tiplady

Mastery and Reasoning Project
To develop teaching staffs’ understanding of reasoning and give them an approach to develop reasoning through developing number sense and number talks activities

Timescale: 2016-2017

What we hope to achieve?
• To change their practice in terms of knowledge and skills regarding fluency and mastery and the transition between concrete, pictorial and abstract.
• To change attitude towards maths by the children and a love of the subject to be fostered which will then be seen as an increase in attainment data.
• Pupils to articulate their answers through number talks

Who is involved? Teesside Schools

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact: Graeme Forster and Kirsty Wilcox

To develop a programme of the use of Bar Modelling across Y5 – 7 based on research evidence from Singapore.

Timescale: 2016-2017

What we hope to achieve?
• The school follows a Mastery approach
• To have a coherent approach across the school for the development of representation
• Staff have confidence in their own skills and ability to use Bar modelling with specific questions and then use for all problem solving style questions.
• Resources for Yr5, 6 , 7
• Students have a structure and strategy of transferring word problems into a pictorial representation

Who is involved? Sacred Heart High School, St Cuthbert’s, Kenton

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact:
Claire Trainor (Sacred Heart High School)
Carolyn Ferguson (St Cuthbert’s, Kenton)

Level 3 mathematics Lead and Coordination Group

To engage secondary schools to participate in Level 3 PD lead course
To increase participation of core maths

Timescale: 2016-2017

What we hope to achieve?
• Meet regularly to review progress of increasing participation at level 3, share best practice and resources that help ensure the smooth transition from GCSE to A-level.
• Engage increase number of 11-16 schools involved in the group
• Resources integral to the new GCSE and new A-level developed and shared
• Lesson study used
• New core maths teachers participate in programme of CPD to understand its content and pedagogy.
• Training delivered to new teachers, trainee teachers and members of departments by Level 3 lead and the CMLs where core maths is already on offer.
• Level 3 Lead and one of our level 3 PD leads trained as a facilitators
• Delegates participate in MEI Get Set days and FMSP preparation for the new A- level

Who is involved?
Alex Frettsome - Level 3 Maths Lead
Phil Moxon - FMSP
Rose-Marie Rochester - Former CML/ Maths Hub Lead
Rebecca Fletcher - Core Maths Co-ordinator Carmel College
Level 3 PD Leads
Early Adopters
Early Developers
Members of the previous Level 3 transition workgroup

Interested to find out more and how you can adopt, adapt and embed in your school?
Contact: Alex Frettsome, Durham Sixth Form Centre

EEF Year 2 Mathematical Reasoning Project

What is the Mathematical Reasoning programme?
EEF-logo
The EEF is an independent grant-making charity dedicated to breaking the link between family income and educational achievement. The EEF funds a range of projects across England that it believes have the potential to raise attainment amongst disadvantaged pupils, and evaluate their impact through robust and independent evaluations.

The EEF funds both:
• efficacy trials which aim to see whether an intervention can work under ideal or developer-led conditions in a large number (e.g. ten or more) schools.
• Effectiveness trials which aim to test whether the intervention can work at scale in a large
number (e.g. 40 or more) schools, where the developers are no longer the only deliverers.

The EEF Project is designed to last for 10 to 12 weeks with Y2 children receiving one hour of instruction per week as one of their normal mathematics lessons. This is supported by simple computer games which can be played online in school, or at home. Teachers in intervention schools attend a day of training aimed at introducing them to the programmes, explaining the concepts, and allowing them to explorethe learning activities for themselves. Through our hub the Work Group leads will each recruit twenty schools to participate in the project. The Work Group Leaders would either be Year 2 teachers or people able to use the materials with a Year 2 group, preferably school based, and able to commit to a long term project.

The focus of the lessons is on quantitative reasoning—understanding the relations between numbers and being able to use them to solve problems. Four types of quantitative reasoning are explored: inversion; additive reasoning; multiplication and one-to-many correspondence; and division and sharing. The approach would be very much in sympathy with teaching primary mathematics for mastery.

If you are interested in being a part of this exciting new project please get in touch with either Anthony McGeeney (from St Augustine's Academy) or or Martin Boagey (from St John Vianney).

Mathematical Reasoning - Additional Information for Schools

Expression of interest - Application Form

Timescale: 2016-2017

What we hope to achieve?
Who is involved?

Interested to find out more and how you can adopt, adapt and embed in your school?
Contact:
Martin Boagey – St John Vianney Hartlepool
Anthony McGeeney - St Augustine’s Darlington

PD lead Secondary
To develop well-informed and experienced PD Leads who are well equipped to support schools in developing their approaches to teaching mathematics, including implementing the mathematics National Curriculum.

Timescale: 2016-2017

What we hope to achieve?
• To support schools’ development of a coherent approach to teaching the National Curriculum, with an emphasis of the 3 aims of fluency, reasoning and problem solving.
• Teachers have an understanding and practice development in relation to algebraic proficiency.
• Teachers plan for and teach lessons which make effective use of multiple representations and questioning techniques and enable pupils to gain a deep understanding and mastery of algebra.
• A deep understanding of number and place value including fluent use of mental and written calculation strategies including the use of a standard written algorithm for each of the four operations is developed.

WORKING IN PARTNERSHIP WITH PD Lead Support Programme Level 3

To support schools’ development of a coherent approach to teaching Level 3 Mathematics.

Contact: Andy Tharrat and Mike Shaw

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact:
Rose Marie Rochester rochesterr@carmel.org.uk
Gavin Whyte

Local Leaders in Education –engaging SLEs

To retrain local leaders of maths across key stages in latest pedagogy

Timescale: 2016-2017

What we hope to achieve?
• SLEs engaged with the work of the Maths Hub and support ongoing professional learning
• SLEs used as a resource in schools so teachers and leaders have
o a deep understanding of the principles and pedagogies related to teaching for mastery
o enhanced mathematics subject knowledge and progression
o effective teaching, planning and assessment

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact:
Rose Marie Rochester rochesterr@carmel.org.uk
Karen Knox

Pedagogical Application of New Developments and Approaches (PANDA): Changing the Paradigm towards Co-creation of Processual Learning in the New Maths Curriculum

To increase research in lesson study around KS4 (knowledge and progression) and embed a collaborative approach to teaching to embed and deepen teachers’ understanding and application of the Mastery Approach to mathematics.

Timescale: 2016-2017

What we hope to achieve?
• a professional learning community for teaching (PLC4T) established
• collaborative lesson plans
• enhanced teachers’ decision-making for effective evidence-based teaching to promote (i) students’ learning with understanding of Maths, and (ii) deepening of teachers’ understanding and application of the Mastery Approach
• Recommendations made to policy makers on specific actions to support PLC4T, as this project will be a trial to establish PLC4T, including for further research into topics which are ‘dropping down’ from Key Stage 3 to Key Stage

Who is involved?
Local schools, regional Archimedes Maths Hub, Durham University School of Education, Durham Education Development Service, and Further Mathematics Support Programme (FMSP) across the North East

Interested to find out more and how you can adopt, adapt and embed in your school?
Contact: Linda Wang

KS2 –KS3 Transition
To aid the transition between primary and secondary schools in maths in the wake of life without levels and a shift to the mastery approach.

Timescale: 2016-2017

What we hope to achieve?
• Greater consistency of teaching and learning will lead to more rapid progress.
• Systems will be strengthened to enable more consistent delivery between two key stages.
• Leadership within the primary school and maths department will see a shift to this model of collaboration and sharing best practice across phases to avoid repetition or ineffective use of time and resources.
• Teachers will have better knowledge and understanding of each other’s curricula and appreciate more fully the mathematical journey.
• Lesson study between teachers will develop relations and collaboration groups so as to develop best practices and pedagogical approaches that can be utilised in both KS2 and KS3 for continuity purposes
• Pupils will show a greater understanding of where the maths is heading, focusing on depth of understanding and a better understanding of making connections within the maths curriculum across the key stage and between the primary and secondary setting.

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact:
Rose-Marie Rochester rochesterr@carmel.org.uk
Gavin Whyte

NQT use of manipulatives
To Improving quality of curriculum resources and activities, especially to support mastery teaching, through deepening conceptual understanding Improving quality of and access to mathematics enrichment experiences for colleagues new to the profession

Timescale: 2016-2017

What we hope to achieve?
• Schools will have an improved collaborative network that will establish a professional learning community for NQTs
• Teachers’ pedagogy will be improved to promote (i) students’ learning with understanding of mathematics, and (ii) deepening of teachers’ understanding and application of the ‘mastery’ approach, in particular the importance of using manipulatives (practical apparatus) to support a CPA approach to developing reasoning and conceptual understanding within a secondary setting
• Pupils that have NQTs teaching them will have a higher level of mathematical provision in terms of manipulatives and mastery.
• Pupils will develop a deep understanding of the mathematical ideas that they are taught in order to meet the aims of the National Curriculum especially in terms of moving from concrete to abstract

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact: Jeremy Dawson

Mathematics and Philosophy for Children
To examine how growth mindset can be used to enhance maths teaching and learning with a particular focus on mastery.

Timescale: 2016-2017
What we hope to achieve?
• Pupils will be able to persevere with reasoning problems as a result of greater resilience following growth mind set strategies.
• Teachers will have a greater awareness of the potential contribution of Communities of philosophical Enquiry and philosophical moves in general to the learning and teaching of mathematics.
• Teachers will disseminate their learning and facilitate its development within their own context with potential to share within CPD for their own networks.

Who is involved?
Sapere and P4C mathematics specialist Rod Cunningham

Interested to find out more and how you can adopt, adapt and embed in your school?
Contact: Lucy Younger

Harton TSA - Essential Maths Skills and Techniques for Secondary Classroom Based Support Staff and Parent/Carers
To upskill classroom based support staff with the latest maths teaching ideas and techniques in line with the Teach for Mastery methods.

Timescale: 2016-2017

What we hope to achieve?
• Develop specialist subject knowledge of mathematics (all phases and including particular areas) FOR CLASSROOM BASED SUPPORT STAFF and PARENT/CARERS
• Improved quality of curriculum resources and activities
• Improved quality of and access to mathematics enrichment experiences for CLASSROOM BASED SUPPORT STAFF and PARENTS/CARERS
• Increased progress and achievement in primary and secondary (including sustained progress through transition phases) for pupils
• Reducing the gap in achievement between disadvantaged pupils and others
• Developing confidence (can-do attitude) and resilience in learning mathematics

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact:
Joanne Bunker and Sue Rush

To address the national priority of the need to recruit more teachers for maths

Timescale: 2016-2017

What we hope to achieve?
• recruit at least 20 new staff to retrain as Maths Teachers from teachers who have been out of teaching recently or who wish to retrain from other subject areas

Interested to find out more and how you can adopt, adapt and embed in your school?

Contact: Sara Crawshaw