Maths Workshop Monday 15th May 2017 Mr Goodwin Principal at St. Oswald’s CE Primary School Rural Church Schools Academy Trust Maths Lead principal@stoswald-worl.cheshire.sch.uk

Aims of the workshop Not going to be any maths tests!! To give you a clearer understanding of how: We assess in maths. The maths curriculum has changed since 2014. We teach maths in school. You can best support your child at home with maths.

Assessment without levels Happened in 2014 and been running for 2 years for Years 1,3,4,5. Happened in 2015 and been running for 1 year for Years 2 and 6. No longer assessing against the old levels of L2 for end of KS1 and L4 for the end of KS2. Schools had to design their own systems for assessing children in maths in order that we could monitor their progress from Reception to Year 6. Children now assessed within their Year Group’s: Emerging – at the beginning stage of the year group’s curriculum Developing – starting to develop and more solid understanding Secure – has mastered the whole of their Year Group’s curriculum Exceeding – Has shown a greater depth of understanding that would normally be expected for a child of their age.

How the maths curriculum has changed: New Primary national Curriculum in 2014 (National Curriculum 2014) More emphasis on problem solving and reasoning and giving the children the tools to make connections and master problems in maths. The bar was been raised and some curriculum content from the proceeding year groups Focus on fluency – Reasoning – Problem (FRP) solving sequence Focus on time spent on Concrete – pictoral – abstract teaching (not just over-reliance on abstract) In order for a child to have mastered the year group’s curriculum they must have shown an in-depth understanding of their year groups objectives. The expectation being that ever child will be able to master the year groups objectives.

End of Year Expectations and Objectives (on sheets provided) Emerging Developing Secure

How do we teach maths at St. Oswald’s? Maths Calculations Policy to constancy and progression in the objectives and the methods taught. A clear understating of the year group’s expectations and teaching to mastery. Children progress and develop at different rates so some might need to be taught out of year group with regards objectives. High Attaining mathematicians are not moved onto the next year group or accelerated through the curriculum but taken into greater depth of understanding for problem solving and reasoning.

X -Tables Still very important for children to master to be successful in maths 2018 – New Times Tables Test due to be introduced for Year 4 (current Y3’s will be the guinea pigs for this assessment) Expected to know all 1 – 12 by the end of Year 4 (Y5&6 consolidation) The key to success at Primary Maths and tackling more formal methods X- Tables: keep it fun, games, quizzes, songs, CD’s, Live Mathletics

Reception Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Year 1 -6 methods Keep it real!! (Concrete – Pictoral, don’t go abstract too early Concrete maths / apparatus / equipment Place Value Number bonds (10, 20, 50, 100, 1,000) Odds and evens Doubling and halving, Informal methods (part / whole method, number line jumps, partitioning, compensation, near doubles) Formal written methods (column addition and subtraction, short and long multiplication, short and long division)

Reasoning and Problem solving for mastery and depth Why? How? Explain? Explain your reasoning? Provide Examples. Will this happen sometimes, never, always? Show me? Prove it!

Sometimes, never, always? When you add together 3 even numbers you always end up with an odd number. A multiple of 5 is a multiple of 10. When you square an even number the product is even.

Word Problems A big part of the maths curriculum and being able to reason, problem solve and apply methods taught. Children need to comprehend the questions and be able to visualise the problem (bar modelling).

Bar Modelling Method to help children visualise a word problem. Makes a number concrete in bar form. Being talked about from Reception (bar trains) and used through Y1-6 Bar Model method. Bar Model sheet examples provided

Example of Bar Model in Y1 Draw a bar model for 7+2 = 9 and write four number sentences underneath.

Example of Bar Model in Y6 On Saturday Lara read 2/5 of her book. On Sunday she read the other 90 pages to finish the book. How many pages are there in Lara’s book?

How to support at home: Concrete / real maths. Support with maths homework and promote its importance. X Tables practice as this is the key that will unlock the rest of the maths curriculum. Time & Money (life skills). Use the maths calculation policy if not sure about a method. Make maths fun and build confidence. It is often that it is juat confidence is the issue (‘can’t do maths’ flipped to ‘can do maths’ attitude!). Mathletics & Live Mathletics logins.