Course Options: 1 Day, Half Day, Twilight

Recommended Max People:
25

Full day from:
£855.00 + VAT to £1600.00 + VAT

Half day from:
£680.00 + VAT to £1180.00 + VAT

Add additional participant for as little as £33.00 + VAT per person per day

Please Note:
Course costs are based on 15 participants

This course can be tailored to your individual requirements

Improving Teaching & Raising Standards in Mathematics at KS2: Moving from concrete to abstract methods of calculation. Teaching through conceptual understanding

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 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 new national curriculum expectations.

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

Course Overview

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 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 new national curriculum expectations.

The course looks at planning, problem solving, intervention strategies, 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.

Detailed course outline and session time table

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
As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Tutor information and feedback

Russell is an experienced independent mathematics adviser in the primary and secondary sectors who has taught mathematics and worked with teachers in all five national curriculum key stages. He has worked in schools with students and teachers in England and mainland Europe over the past twenty years. He has extensive experience in developing and implementing assessment, curriculums and schemes of learning, optimising the learning atmosphere, developing staff potential and managing resources. He has a proven track record of raising the standard and progress of teachers and students. He has worked in challenging circumstances with students, teams and departments to encourage and develop high expectations. He is an accredited Numicon trainer and uses multi-sensory learning to enhance the students learning experience whenever possible. Russell believes everyone has the ability to achieve in maths and has the right to fulfil their potential. It is his wish to enable practitioners to build their pupils confidence, understanding and ability to achieve their full potential in a positive learning environment.

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