Deep and Sustained Learning for All Whyteleafe School 8th March 2018 Teaching for Mastery Deep and Sustained Learning for All Whyteleafe School 8th March 2018

Who is Kate Mole?!

We would like you to leave with... Understanding Answers

A national change to maths education

But our children do well! Why are we changing? 2010-2014 Results were good

International Comparisons 4th to 16th in Science 8th to 27th in Maths 2 years behind at 15 15% take up post 16

But our children do well…. Don’t they?

They can do it, move on! 6c Year 9 3b 3c Year 3 2a 2b Year 2

Something HAS to change!

Which is bigger? 12% of 25 or 25% of 12? Does it work with other examples? Can you prove it? Can you explain why this happens? What do you notice?

Key findings The National Curriculum should focus on ‘fewer things in greater depth’, in secure learning which persists, rather than relentless, over-rapid progression. Tim Oates

New approach to T&L and Assessment Teaching and Learning Age Related Expectations Greater Depth Age Related Expectations Greater Depth

Where do they get it right?

Teaching for Mastery principles It sticks! Secure, deep foundation for later complex mathematics

Firm foundations NCETM

More Maths!

Teach with deep understanding “The learning of recipes for manipulating symbols in order to answer various types of questions is not the basis of understanding in maths…. ….Understanding in maths is the building up of cognitive connections between language, pictures, concrete experiences and symbols.” Haylock and Cockburn 2013

Conceptual understanding Dimensions of depth Helen Drury 2014 Factual knowledge Procedural Fluency Conceptual understanding Language and communication Thinking mathematically

“All children moving at broadly the same pace” “So differentiation doesn’t exist anymore?”

Time for more maths!

Differentiation - meeting the needs of all learners Sets Ability groups “All children moving at broadly the same pace” Ability Groups Differentiation still exists…. It just looks very different X Quick graspers Slower graspers

Year 3 - place value of a digit in 3 digit numbers Lower ability or Red Group Middle ability or Orange Group Higher ability or Green Group Factual knowledge Over-rapid progression

Conceptual understanding Factual knowledge Procedural Fluency Conceptual understanding Language and communication Thinking mathematically

Teaching for Mastery activity Dividing fractions

Further reading and information Tim Oates - review of assessment and the National Curriculum 2010 - 2013 A World Class Mathematics Education for all - Vorderman, 2011 National Curriculum for Mathematics NCETM Raising the Bar: Developing Able Young Mathematicians