1. Developing One to One Tuition Y6 boy “Before my tutoring started I hated maths and I was rubbish at division....Now I can’t wait for my sessions…. I’m getting good at maths and I now enjoy my lessons in schools much more.”

2. Activity 1 Taboo

3. Different to whole class teaching: alternative methods and strategies to be used emphasis on talk and discussion with the pupil plan the stages of learning in manageable steps so that the hour should be arranged in logical linked episodes with staging points between to summarise tutor needs to really listen to the pupil the prime consideration is the need of the child to secure their learning in the best way possible for them. Tutors should ensure that the teaching style suits the needs of each individual child.

4. How can we improve on what we see? Video clips

5. For the pupil, about the pupil Highly personalised Acknowledges the pupils strengths and addresses their needs and gaps in their learning Misunderstandings and misconceptions are challenged immediately

6. Principles and teaching strategies for one-to-one tuition Pages 7 – 10 Enquiring into prior knowledge Drawing pupils into a modelled process Prompting pupils to share their thinking What to say when a child is stuck Praise How to draw attention to weaknesses and errors

7. Why do children underperform in mathematics?

8. A pupil may: Be weak at mental calculations Have difficulty retaining information Tend to use formal methods even for calculations which can be done mentally Lack images and models to support understanding Work in their comfort zone Not readily take risks

9. Actions to support progress Pupils may need: A greater focus on the use of mental calculation strategies Support in deciding when a mental or written method is more appropriate and why To see, use and evaluate different approaches to solving a problem. Use models and images to help with visualising mathematics A greater level of challenge Support and encouragement to take risks

10. Maths materials to support the process APP guidelines – levels 1-8APP guidelines Primary and Secondary Framework – learning overviews, ITPs, excel spreadsheetsITPsexcel spreadsheets Lancashire Mathematics Website nrich website Pitch and Expectations Helping children in years 5 and 6 Progression maps Overcoming barriers in mathematics-

11. Supporting children with gaps in their mathematical understanding. (Wave 3)Supporting children with gaps in their mathematical understanding. (Wave 3) Springboard Overcoming Barriers Mathematics Challenge Using mental strategies….series Securing level 5 in Y9 Securing Levels 2,3 and 4 materials

12. Remember: Every day is a mental mathematics day Hands-on learning is still important Seeing mathematics through models and images supports learning Talking mathematics clarifies and refines thinking Make mathematics interesting Learning from misconceptions and mistakes should build up children’s confidencemisconceptions and mistakes

13. Mental Mind Gym coming …. 30 Second Challenge - BEGINNER Remember

14. 24÷ 3+ 3x 4+ 1÷ 5 - 4x 10- 10 DOUBLE IT Answer ? 80

15. Emily chooses a number She halved the number then added ten to the result Her answer was thirty-five What was the number she started with?

16. Model - Would an image help? How could we use this? +10 35 SWAP FOR PETER’S SLIDE

17. Try Emily chooses another number. She halved the number then added seventeen to the result. Her answer was eighty six What was the number she started with?

18. Ben thinks of a number. He adds half of the number to a quarter of the number. The result is 60. What was the number that Ben first thought of?

19. Model - Would a jotting help? How could this help?

20. Ben thinks of a number. He adds half of the number to a quarter of the number. The result is 75. What was the number that Ben first thought of?

21. Apply – Same calculation, different answer. 1.I divide 29 pencils equally between 6 people. How many pencils does each person get? 2.29 people are going on a journey. Each car holds 6 people. How many cars are needed? 3.You collect 29 CD tokens. You can get a CD for every 6 tokens. How many CDs can you get? 4.6 people win £29 and divide it equally between them. How much does each person get? 5.Divide 29 cakes equally between 6 people. 6.6 people go out for a meal. The bill is £29. How much do they pay each? 7.Work out 29  6 correct to 3 decimal places.

22. Odd one out: Pick a row or column and choose the odd one out. Explain….

23. Any Questions?