Course Cost:

Non Members: £99 (excluding VAT)

Members: £99 (excluding VAT)

Course Length: 1 Day

Venue address:
Heath House Conference Centre, Cheadle Road, Uttoxeter, Staffordshire, ST14 7BY

Course Date

01 January 2020

Course Time
 

09:30 to 15:30

Limited
Availability:
01 January 2020    

    18

Mathematics: Teaching for Mastery: How to teach from concrete beginnings to abstract calculations

Summary

This course empowers practitioners to improve standards and attainment in mathematics at KS2 and deliver outstanding maths lessons. It looks at securing formal written algorithms in primary mathematics. Getting behind the facts and procedures of written arithmetic.

Aimed at

Teachers of KS2 mathematics, subject coordinators and senior managers who will leave the course inspired to teach effective approaches to develop resilient maths students.

Course details

This is a practical one day course designed to improve the teaching of Mathematics at KS2. The course focuses on practical, step by step ways of moving learners from concrete methods to abstract methods; removing their dependence on facts and procedures alone. The course supports the development of mastery.

The course is designed to build the confidence of the teacher as a mathematics expert in the classroom through a more in depth understanding of the processes involved. The course will look at the four operations of addition, subtraction, multiplication and division at KS2 in line with the national curriculum expectations, and Ofsted’s expectations of Mastery in the  Maths classroom.

The course looks at planning, problem solving, intervention strategies, misconceptions and assessment of impact in line with the new national curriculum, inspection expectations and guidance on best practice.

Course objectives

  • Improve the teaching of mathematics at KS2 in order to raise standards.
  • Help practitioners to improve their knowledge of mathematical processes.
  • Build confidence of the teacher as a maths ‘expert’ in the classroom through a more in depth understanding of the processes involved.
  • Choosing appropriate interim methods to help pupils move from concrete calculations to abstract methods, with the aim of securing understanding of written algorithms.
  • Identifying the different interpretations of subtraction, multiplication and division and how this impacts on what it is that is being learnt.
  • Assess and evaluate your current practice.
  • Identify areas for improvement.
  • Measuring the impact: How will you know if these methods are successful in your classroom/school?
  • Assessment pointers.

Session timetable

Session 1

Addition
  • What are we doing when adding?
  • Aggregation, augmentation, counting on
  • Which one relates most closely to the formal written algorithm?
  • Practical activity (1)
  • Is it useful to record this procedure? Are the pupils now ready to transfer this to a formal written interpretation?
  • Practical activity (2)
  • How does this improve upon the first activity?
  • What should the next step be?
  • Practical activity (3)
  • Reflection

Session 2

Subtraction
  • Is subtraction a unique operation?
  • Taking away, the difference between
  • Which one relates most closely to the formal written algorithm?
  • Practical activity (1)
  • What issues arose that would need intervention from a teaching point of view?
  • Practical activity (2)
  • How does this improve upon the first activity?
  • What should the next step be?
  • Practical activity (3)
  • Reflection

Session 3

Multiplication
  • What is multiplication?
  • Repeated addition, scaling
  • What are we doing in the formal written algorithm?
  • What is the essential knowledge needed before it can be successfully completed?
  • Practical activity (1) Grid
  • Does the grid method throw up results identical to the formal written method?
  • Practical activity (2) Moving towards the written algorithm
  • Practical activity (3)
  • Reflection

Session 4

Division
  • Sharing or grouping? Repeated subtraction or scaling
  • What are we doing in the formal written algorithm?
  • Practical activity (1) sharing
  • Practical activity (2) grouping
  • Which one relates most closely to the formal written algorithm?
  • Practical activity (3) Arrays
  • What should the next step be?
  • Practical activity (4)
  • Reflection
  • Assessment of impact upon pupils
  • Observing good practice and feeding back to staff

Tutor information

Russell is educated to Masters Level in Mathematics and Education, holds NCETM accreditation for leading professional development, and is a respected lecturer, adviser, trainer and teacher.
Twenty five years of experience gained working in Primary, Secondary and Higher Education both in the UK and Europe developed his knowledge and understanding of the teaching and learning of maths, at all levels. He is known for his practical approach to the subject and, for improving progress and results, in the most challenging of environments. Russell has built a reputation as being an excellent adviser, trainer and teacher.

Course feedback

These are the things that participants said were the strongest features of the training/ the things they enjoyed most about the course:

  • The practical and  visual  elements  of  the training alongside the opportunity for discussion and guidance.
  • Was clearly inked to the new strands of the maths curriculum - reasoning etc
  • Lots of opportunities to ask questions and talk with others. Pass on thanks to cook lovely home cooked food Yum, Yum
  • Delivery of course, resource file hand-out. Discussion work with group
  • Venue as always, practical application. File contents always excellent.
  •  Very Well lead by tutor - small group environment more personalised
  • Ideas for developing children’s progress through methods
  • Great clear delivery by Russell, fun, interactive and appropriate for the whole school. Seeing progress across the school
  • Hands on activities
 

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