1. © Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning

2. Primary and Secondary National Strategies © Crown copyright 2006 1 During the session: Consider as a Subject leader, how to support colleagues How to help colleagues to become more confident and creative in teaching maths How to develop skills and confidences Focus on the journey that teachers undertake when developing a teaching approach. Explore when and why teachers might adopt, adapt and be innovative with resources and practices.

3. Primary and Secondary National Strategies © Crown copyright 2006 2 Themes of the session Encouraging flexibility Structuring teaching and learning Broadening and strengthening pedagogy

4. Primary and Secondary National Strategies © Crown copyright 2006 3 The four confidences Subject knowledge including curricular knowledge Being innovative, taking risks Teaching approaches Fluency in using resources ICT fluency

5. Primary and Secondary National Strategies © Crown copyright 2006 4 Task Consider the four confidences. Working in small groups identify examples that might be included under each of these headings. Consider the question: ‘What makes a confident teacher?’ Subject Knowledge Teaching approaches Fluency in using resources Taking risks Feed back and share ideas with the group.

6. Primary and Secondary National Strategies © Crown copyright 2006 5 Subject knowledge Mathematical knowledge – my understanding of the concepts, skills and knowledge I am teaching Curricular knowledge – progression in mathematics; staging posts or landmarks and the big ideas; connections between different aspects of mathematics; its place and contribution to children’s learning across the primary curriculum Pedagogical knowledge – planning and teaching strategies; common errors and misconceptions; learning skills and styles

7. Primary and Secondary National Strategies © Crown copyright 2006 6 Teaching approaches Using the most effective approaches to use for specific learning objectives Planning these over a sequence of lessons; Questioning; using talk partners; listening and speaking skills; working with individuals, groups or the whole class; modelling use of vocabulary and language. Structure of the lesson, Using models and images; adapting approaches to suit different learning outcomes; adapting planning in the light of assessment information; planning for guided, independent group work; Use of additional resources and support; physical apparatus, additional adults, ICT, structured play Planning for the needs of all children; SEN support; G&T

8. Primary and Secondary National Strategies © Crown copyright 2006 7 Fluency in using resources Organising resource to support the learning Using resources for specific purposes; modelling learning, concepts, structures Is about being fluent in using the resource e.g. using an ITP or capturing an image from an ITP or other resource to manipulate in interactive whiteboard software so that the use of ICT supports children’s learning rather than being a barrier Acquiring a small number of ICT skills and approaches that support particular learning outcomes

9. Primary and Secondary National Strategies © Crown copyright 2006 8 Taking risks Organising children in different ways Providing less structured activity and developing the structure with the children Adopting a new resource or practical activity Trying out a new way of using ICT with children Introducing an enquiry based learning approach as part of a sequence of work

10. Primary and Secondary National Strategies © Crown copyright 2006 9 Innovative teaching and learning Children’s Learning Knowledge and Expectations Teaching Approaches Resources and tools

11. Primary and Secondary National Strategies © Crown copyright 2006 10 Activity Consider the four headings. Identify ideas that might be used in a professional development situation. Resources and tools Knowledge and expectations Children’s learning Teaching approaches

12. Primary and Secondary National Strategies © Crown copyright 2006 11 Resources and tools Use of a particular resource or interactive tool, ICT skills and strategies that may be new or unfamiliar to colleagues. Look at how best to deploy the resource and support learning through the use of the resource.

13. Primary and Secondary National Strategies © Crown copyright 2006 12 Teaching approaches Use new visual images or models to model ideas, methods or structures, or to generate engagement though dialogue. Give more autonomy to children or stimulate children dialogue through use of unexplored interactions (questioning, peer groups/pairs, response times/methods, recorded sound, dialogue and vocabulary). Introduce alternative lesson structures (review lessons, mini- plenaries, guided group work, independent tasks, involving children in assessment, linking of task to input), New uses of additional apparatus and changes to role of adult support.

14. Primary and Secondary National Strategies © Crown copyright 2006 13 Knowledge and Expectations Review pitch of work and level of expectations; Address areas that involve unfamiliar subject knowledge, challenge, risk taking, introducing the unexpected. Draw on the outside world inside the classroom. Extend challenge through application.

15. Primary and Secondary National Strategies © Crown copyright 2006 14 Children’s learning Introduce a focus on children’s learning skills such as reasoning. Involve children in planning, reviewing outcomes, identifying success criteria and making assessments

16. Primary and Secondary National Strategies © Crown copyright 2006 15 What can be Adopted? Resource to be used in the classroom Teaching approaches which are implicit within the resource Learning objectives and expectations Ways of supporting children’s learning New tools to enhance and promote learning Organisation of learning Evaluating its success Resources and tools Knowledge and expectations Children’s learning Teaching approaches

17. Primary and Secondary National Strategies © Crown copyright 2006 16 An example of adopting The scenario is that a teacher had seen the activity being used and decides to adopt the activity. Consider the following whilst watching the example. What does it involve when an activity is ‘copied’ and used in different situation or context? What are the essential elements of teaching and learning

18. Primary and Secondary National Strategies © Crown copyright 2006 17 Discussion Which elements of teaching and learning are involved in this activity? What would you take from it into your own practice? Action Points: What would you adopt from these activities? How could you support key colleagues in school to adopt these approaches?

19. Primary and Secondary National Strategies © Crown copyright 2006 18 Adapting Resources to support learning intentions Use of the resource Teaching approaches Range and depth of questioning Pace and depth of learning Pitch of expectations Management and organisation of children’s learning Taking account of children’s responses and needs Resources and tools Knowledge and expectations Children’s learning Teaching approaches DecreasingIncreasing

20. Primary and Secondary National Strategies © Crown copyright 2006 19 Discussion How could this activity be adapted for use with other year groups, in different parts of the lesson, or for independent work? Action Points: How can you support colleagues in adapting materials to use in different year groups?

21. Primary and Secondary National Strategies © Crown copyright 2006 20 What is innovative teaching? Subject knowledge Teaching approaches (including expectation, speaking and listening) Fluency in using resources (including practical resources and ICT) Taking risks

22. Primary and Secondary National Strategies © Crown copyright 2006 21 Innovation Extending application of resources Using across a series of lessons Identifying alternatives, taking risks Setting high challenges Demanding thinking and reasoning Generating the unexpected Children’s ownership Opportunities for children to demonstrate the key aspects of learning Resources and tools Knowledge and expectations Children’s learning Teaching approaches

23. Primary and Secondary National Strategies © Crown copyright 2006 22 Innovation Innovation occurs when learning and teaching is creative, pupils are challenged and learning outcomes are high Teaching can be innovative without making new resources but using existing ones imaginatively when planning a lesson/series of lessons to suit the needs of a class Innovation incorporates an unexpected event, makes the learner think and challenges their assumptions

24. Primary and Secondary National Strategies © Crown copyright 2006 23 Adopt, Adapt, Innovate Resources and tools Teaching approaches Expectation and outcomes Children’s learning Adopt Adapt Innovate

25. Primary and Secondary National Strategies © Crown copyright 2006 24 Key messages Innovative teaching is about confidence in adopting materials and approaches and adapting these for the needs of the children The Renewed Framework offers the opportunity to enrich and enhance learning and teaching in mathematics and maintain the momentum of improvement through the use of ICT