Lancashire Primary Mathematics Newsletter - Lancashire Primary Mathematics Newsletter Summer Term 2011

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  • Lancashire Primary Mathematics Newsletter

    SummerTerm 2011

    The Lancashire Primary Mathematics Team

    Welcome back to another very busy summer term. Let's hope we've not had the best of the year's weather over

    the Easter break and there is some still left for sports days and school trips.

    This term's theme is based on Counting and Place Value. These two areas of the mathematics curriculum

    are essential building blocks for success, and recent research has suggested that children's lack of understanding

    of our number system and reliance on naive counting strategies can severely hinder children's progress.

    Our newsletter aims to support teachers and schools in these areas by:

    Exploring children's development of counting; Emphasising the links between counting and place value and other areas of the mathematics curriculum;Highlighting progression and age related expectations in counting and place value;Suggesting essential resources, and how to use them, to support children's understanding of place value and development of counting strategies;Underlining the value and importance of existing resource materials including Wave 3.

    As well as the themed articles and items, there are also useful updates, more of which can be found on our website at www.lancsngfl.ac.uk/curriculum/math.

    We value your feedback and any comments regarding the newsletter or website can be made using the links on the website or by emailing mathematics@lancashire.gov.uk.

    QUALITY AND CONTINUOUS IMPROVEMENT SERVICE

  • The Lancashire Mathematics TeamTeam Leader / Alison HartleySenior Adviser

    Primary Mathematics Lynsey Edwards (Senior Consultant), Sue Bailey,Consultants Sue Farrar, Emma Radcliffe, Andrew Taylor, Peter Toogood

    Team Contact Details Phone: 01257 516102 Fax: 01257 516103 E-Mail: mathematics@lancashire.gov.uk Write to: LPDS Centre, Southport Road Chorley, PR7 1NG Website: www.lancsngfl.ac.uk/curriculum/math

    ContentsAPP - Evaluating the impact 3

    Improving teaching and learning in mathematics 4

    Courses and consultancy 6

    Closure of the National Strategies and QCDA websites 7

    Mathematics from stories 8

    The Purpose of Counting 10

    The Development of Counting 12

    Number rhymes and songs 1 14

    Common counting errors 16

    Progression Through Counting Levels and Year Group Objectives 18

    Essential Resources to Support Counting and Place Value 20

    Number rhymes and songs 2 22

    Place Value What is it? 24

    Progression Through Place Value Levels and Year Group Objectives 26

    Puzzle Page 28

    The Lancashire Primary Mathematics TeamThe Lancashire Primary Mathematics Team2

    Team Information and Contents

  • The Lancashire Mathematics TeamThe Lancashire Primary Mathematics Team

    Headline

    The Lancashire Primary Mathematics Team 3The Lancashire Primary Mathematics Team 3

    APP Evaluating the Impact

    Ofsted has recently published a report entitled 'The Impact of the Assessing Pupils Progress Initiative'.

    The research underpinning the report was conducted in 25 primary schools and 14 secondary schools across 11 local authorities and examined the extent to which assessment was used effectively to support learning.

    The key findings of the report are:

    The introduction of the Assessing pupils progress initiative had helped to strengthen assessment practice. However, impact was greatest when it formed part of a strongly led, clear, whole-school vision of teaching, learning and assessment that promoted high expectations and developed consistency.There were improvements in teachers subject knowledge, in their understanding of progression in learning and in the accuracy of their assessment of pupils attainment and progress. The extent of the improvement in assessing pupils attainment and progress was, however, linked to the quality of other aspects of teaching, particularly in skills such as identifying and explaining objectives, questioning pupils and giving them precise feedback.By using the APP assessment criteria, schools were able to construct a detailed picture of the strengths and weaknesses in pupils learning. Where this information was used well, lessons were better matched to pupils needs.Having a common framework provided teachers with a common language to discuss and agree pupils progress. This improved the consistency of assessment practice, increased teachers accountability for pupils progress and helped to mitigate any loss of momentum in pupils learning at transition points.The implementation of assessment techniques based on this initiative had a positive impact on the curriculum in the majority of the primary schools. In these schools, teachers adapted provision in the light of information obtained through this approach to assessment so that it built on pupils prior learning and included a better range of opportunities to develop and assess learning.Teachers engagement with the Assessing pupils progress initiative helped to raise expectations because they focused on pupils next steps in learning as well as their attainment of age-related National Curriculum levels.

    The full report and summary documents are available to download from the Ofsted website at www.ofsted.gov.uk/publications/100226.

  • The Lancashire Primary Mathematics Team

    Improving Teaching and Learning in Mathema

    4

    Support for Mathematics Development in School

    The Lancashire Mathematics Team is dedicated to supporting as many schools as possible

    in Lancashire and beyond. No matter what type of school you work in, small or large, rural

    or inner-city, outstanding or an Ofsted category, we pride ourselves in providing tailored

    support that meets the needs of individual schools and networks of schools.

    On the opposite page is a self-assessment audit for the provision of mathematics within your

    school. Key areas to consider when auditing mathematics have been identified and some

    have been layered so that subject leaders and senior leadership teams can precisely assess

    the school's position in these.

    Layer 1 is securing the basic foundations within the given theme, with the increasing layers

    developing in complexity up to layer 4.

    Other areas have not been layered, such as securing subject knowledge, progression and

    pedagogy in different areas of the mathematics curriculum.

    By using the audit, schools can prioritise areas for

    development. The Lancashire Mathematics Team

    can support in all layers across all areas, as well

    as anything else to further develop provision for

    mathematics in schools and across schools. We

    are extremely flexible in the support we provide,

    which can cater for the range of audiences from

    whole schools or networks of schools to individual

    teachers.

    In the future, there will be a greater range of

    courses available which will reflect the content of

    the audit. The following page details what courses

    and consultancies are available to book now, but

    keep checking the Lancashire Mathematics Team

    and Learning Excellence websites for updates and

    details of course and consultancy arrangements.

  • The Lancashire Primary Mathematics Team

    atics

    5

    Layer 1 Layer 2 Layer 3 Layer 4

    Planning a unit of work in mathematicsPlanning an effective teaching sequence based on the cycle of assess, teach, practise, apply, review (includes differentiation, pitch and expectation)

    Planning for using and applying skills in mathematicsTeaching sequence revisited with focus on application of key skills at age-related level

    Planning; Using Process Success Criteria to support understanding in mathematicsTeaching sequence revisited with focus on scaffolding learning

    Planning for personalisation including individuals and groups (e.g. SEN, girls, more able children, EAL, GRT, children achieving level 2C at the end of KS1)

    Subject knowledge in mathematics: Progression and pedagogyFocus on progression of key knowledge and pedagogical approaches in:- Place value and number sense- counting- mental calculations- written calculations- using and applying mathematics- shape- measures- handling data

    Assessment Assessment for learning including:- Objectives and success criteria- An introduction to feedback- Using assessment to inform planning

    Assessment- Supporting teacher assessment in MA2, MA3 and MA4- Developing effective questioning- Feedback and next step marking

    Assessment- Moderation of mathematics in MA2, MA3 and MA4- Supporting teacher assessment in MA1- Self and peer assessment- Setting effective targets for mathematics

    Assessment- Moderation across all attainment targets

    Speaking and Listening Strategies to develop speaking and listening skills

    Speaking and Listening- Developing children's use of mathematical vocabulary- Talking Maths

    Speaking and ListeningUsing Talking Maths as an intervention programme

    Speaking and ListeningMetacognitive talk and refining explanations

    EAL (English as an Additional Language)Introduction to EAL pedagogy/strategies and how these link to learning in mathematics

    EALFocusing on the acquisition of key vocabulary and addressing common difficulties

    Girls and MathematicsAn overview of strategies and approaches which engage and motivate girls and build their confidence

    Girls and Mathematics- Exploring practical ideas to engage and motivate girls in mathematics- Focus on EY, KS1, KS2, Whole school

    Subject Leaders Role- Introduction to subject leader role- Writing a policy document for mathematics

    Subject Leaders Ro