1. Enquiry Based Learning for Parent Forum
January 2017
Together on a Journey Towards Success
Mathematics
Who is Gary Phillips?
Anne

2. Enquiry Based Learning for Parent Forum
January 2017
 National Curriculum
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Fluency
Problem solving
Reasoning

3. Enquiry Based Learning for Parent Forum
January 2017
 White Rose Maths
Schemes of learning designed to create deeper understanding, confidence and competence in maths. Teaching time and coverage Small steps Varied fluency Reasoning and Problem Solving

4. Enquiry Based Learning for Parent Forum
January 2017
 Year 4 Scheme of Learning

5. Enquiry Based Learning for Parent Forum
January 2017
 Mastery – Deepening Understanding
Number Facts
Table Facts
Making Connections
Procedural
Conceptual
Chains of Reasoning
Access
Pattern
Representation & Structure
Mathematical Thinking
Fluency
Variation
Coherence
Coherence Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps
Representation and Structure Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
Mathematical Thinking If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Fluency Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation Varying the way a concept is initially presented to students, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.

6. Enquiry Based Learning for Parent Forum
January 2017
 Mastery – Deepening Understanding
Coherence Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps
Representation and Structure Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
Mathematical Thinking If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Fluency Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation Varying the way a concept is initially presented to students, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.

7. Enquiry Based Learning for Parent Forum
January 2017
 Mastery – Deepening Understanding
Coherence Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps
Representation and Structure Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
Mathematical Thinking If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Fluency Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation Varying the way a concept is initially presented to students, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.

8. Enquiry Based Learning for Parent Forum
January 2017
 Supporting Learning
How does it work?
TASC can run alongside BLOOMS taxonomy. It gives children a really clear process to follow when investigating or problem solving.
Children use lower and higher order thinking skills. They experience more of the thought process, therefore have greater ownership of the task in hand.

9. Enquiry Based Learning for Parent Forum
January 2017
 Supporting Learning

10. Enquiry Based Learning for Parent Forum
January 2017
 Supporting Learning

11. Enquiry Based Learning for Parent Forum
January 2017
 A Maths Lesson
Quick maths
Vocabulary
Explore
Practice
Plenary

12. Enquiry Based Learning for Parent Forum
January 2017
 Maths at Home