Teaching Maths for Mastery North Star Teaching Alliance Breakfast Meeting 14.3.18 Kim Mitchell (MaST, NCETM Mastery Specialist & PD Lead) Lead practitioner Bramham & Shadwell Federation , Leeds Teaching for Mastery Lead Yorkshire Ridings Maths Hub

The Mastery Specialist Programme 140 primary teachers developing as mastery specialist teachers annually for 5 years (currently recruiting cohort 4) The programme brings together all that has been learnt from: Visiting China Interacting with our colleagues from Shanghai Observing teaching Reading research Research Projects eg The Textbook Project Funding now secure to 2023 First year 789, This year 1730 schools in TRG workgroups. 2018.19 2520 schools 16, 700 by 2020 8,400 will have been in TRG HT in Leeds: Due to the mastery approach etc……………. ‘this year we expect all our reception children to achieve the expected level in maths bar 3 children with significant needs. This is entirely due to the mastery approach and going more slowly allows children who might previously have been left behind to keep up. This has never been the case before.’  DfE data trawl shows that in Cohort 1 Mastery specialist schools have consistently higher maths results than in other schools More importantly in schools adopting mastery pupils have a a greater ability to explain their thinking, a deeper understanding. 8 + 5 on a KS1 SATS paper. I could answer by drawing 8 marks and another 5 marks and counting all. Or I could say 8 and 2 more is 10 and 3 more is 13. or 5 and 5 is 10 and 3 more is 13. Health warning re counting. Number sense from EYFS needs to grow alongside counting.

Mastery of Mathematics is Achievable for all Deep and sustainable learning The ability to build on something that has already been sufficiently mastered The ability to reason about a concept and make connections Conceptual and procedural fluency

Mastery Involves the development of three forms of knowledge: Factual – I know that Procedural – I know how Conceptual – I know why Cannot reason about facts without the understanding

Why Mastery?

The National Curriculum The demand at each key stage is higher than previously Some content has moved into earlier years and there is little overlap between key stages The Three aims of the National Curriculum: Fluency Reason mathematically Solve problems Unlike the previous NC, the programmes of study have little overlap between successive key stages. Teaching of the new GCSE starts in September 2015 and the GCSE specification is based on the KS4 NC and parts of the KS3 NC. The content of the KS4 NC and GCSE specification s is differentiated – all pupils standard font, underlined topics for all pupils but higher attainers will be more secure, higher attainers only bold font. The aims of the NC must be embedded in all lessons alongside the subject content.

The National Curriculum The NC states: The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. At this point you could ask them to think about how this contrast with the previous NC – where there was an expectation that once secure pupils would move to the next “level”. In secondary schools pupils were and still are usually taught in ability sets with different sets studying mathematics topics that span different level/grade ranges. In the new NC pupils should be studying content in line with age related expectations.

Implications: Mastery Lessons Whole classes taught together for the whole lesson, on the same concept/method/knowledge The ‘pace’ may appear to be slow but that could mask the development of deep understanding. Differentiation may not be as overt as previously observed. Some pupils may receive more adult support or spend longer working with practical apparatus in order to grasp the concept or method taught Higher attainers could move to more sophisticated solutions or more abstract ideas There is an expectation that all pupils can and will achieve – good fit with our praise culture, needs to be evident in all lessons Teaching is underpinned by methodical curriculum design with units of work that focus in depth on key topics. Lessons and resources are crafted carefully to foster deep conceptual and procedural knowledge. This is what the lead teachers, HODs and Directors are working on producing to support teachers in departments – small teams working collaboratively, presenting to a larger team for feedback several times, refining, trialling and the QA. Focus on precise questioning to check conceptual and procedural knowledge. Assessment in lessons to identify who requires intervention so that all pupils keep up.

Fluency Sally knows all her tables up to 12 x 12 When asked what is 12 x 13 she looks blank. Does she have fluency and understanding?

Mathematical Thinking Solve the following  + 17 = 15 + 24 99 –  = 90 – 59 This illustrates how a conceptual method rather than a procedural method can lead to a quicker answers. Whilst procedures are important, they do not stand alone but need to be underpinned by conceptual understanding.

Representing Mathematical Relationships Same Difference 5 – 3 = 2 6 – 4 = 2 7 – 5 = 2 8 – 6 = 2

Variation: intelligent practice

Conceptual Variation

Coherence A comprehensive, detailed conceptual journey through the mathematics. A focus on mathematical relationships and making connections New NCETM materials to support addition and subtraction

For further Information Register with NCETM: www.ncetm.org.uk

Primary Mathematics Teaching for Mastery Workgroups (TRG’s) These are run by an NCETM trained Maths Mastery Specialists Benefits to participating schools:  Your Maths Subject Leader and a second teacher attend half termly Teacher Research Groups at the specialists school The Mastery Specialist visits your school once each term to work with your lead teachers on development of Mastery  Your school receives £1000 towards supply costs  Your school  receives £2000 match funding for purchase of text books  Recruitment for this opportunity occurs in March & June 2018 12 soon 16 specialists per Hub 7 schools supported by each specialist per year. YR currently have a specialist at Amotherby-Malton, Boroughbridge and Northstead- Scarborough

Primary Mathematics Teaching for Mastery Specialist This is a much bigger commitment with £6000 funding to your school to: develop Mastery within your own school attend training & Hub meetings run TRG workgroups based at your own school as outlined above It includes 3 x 2 day Residentials in Leeds. Recruitment for this opportunity begins around March 2019 (see NCETM website for further details)

Further Training Opportunities Shanghai Showcase events Robert Wilkinson Primary, Strensall, York (23rd & 24th January 2018) will be repeated next year 2 day Textbook Training Harrogate Grammar School (21st & 22nd May 2018) 2 day EYFS Project Northstead Primary (5th March & 18th June 2018) 4 day Subject Leader Training Harrogate Grammar School (full 2017.18 will run again 2018.19) To find out more about the above events or to book a place, as well as expression of interest in TRG’s or training as a Mastery Specialist with The Yorkshire Ridings Maths Hub please email Sophie Allin: SCA@harrogategrammar.co.uk