Mathematics Subject Leader Network Meeting Summer 2013

Agenda Some maths The new NC – implications for subject leadership Updates EYFS pilot/ SLEs/ CPD for next year World Maths day

Maths to share Dan Meyer’s 3 act maths blewrap/threeacts.mrmeyer.com/bub blewrap

Proposed changes in the new National Curriculum in mathematics at KS1 & KS2

General guidance for KS1&2 ‘Spoken language- using mathematical vocabulary to present a mathematical justification, argument or proof… using discussion to probe and remedy their misconceptions School curriculum-set out year by year, only required to teach the relevant programme of study by the end of Key Stage All schools are also required to set out their school curriculum for mathematics on a year by year basis and make this information available online’

Key points skills of Using and Applying mentioned on the front page- not a separate section in each year group but running through statutory POS alongside non-statutory notes and guidance description of ‘more rigour’ (without details), ‘Pupils should read, spell and pronounce mathematical vocabulary correctly’.

Key points more emphasis on arithmetic tables up to 12×12(Year 4) lack of calculators- in 2014 pupils will not be able to use a calculator in the KS2 test written methods prescribed (columnar, long multiplication, short division) a return to an ‘efficient’ long division method focus on fractions, decimals and percentages focus on multi-representational approaches to algebra

Concerns The DfE has insisted that there will be no requirements on how the programmes of study should be taught, but a key detail to come concerns assessment. If NC Levels are to go, what will they be replaced with?

DfE website the Government has confirmed its intention to disapply elements of the national curriculum for a time limited period in order to give schools greater flexibility to manage the transition from the existing national curriculum to the new one. This will mean that while maintained schools will still be required to teach national curriculum subjects, they will not be required to teach the centrally prescribed programmes of study (or use attainment targets as part of statutory assessment arrangements) from September 2013 for the following subjects: English, mathematics and science for pupils in year 3 and year 4 all foundation subjects for pupils at key stages 1 and 2 all subjects for pupils at key stage 3 and key stage 4.

Continued Schools can choose to continue to teach the current programmes of study or they may use the flexibility that disapplication to adapt their curricula to ensure that pupils are well-prepared to start learning the new programmes of study which will be introduced from September 2014 (or September 2015 for key stage 4 English, mathematics and science).

Implications Dis-application – what does this mean? What is taught (curriculum) How it is taught (pedagogy) How will be know if we are successful

Questions, questions How do I start putting a new curriculum in place in my school? Is the new National Curriculum for mathematics very different from the current one? Do I need to tweak my schemes of work? How will the focus on arithmetic proficiency change what I do? What impact will a focus on multi- representational approaches to algebra have?

Continued... How do I go about improving practice in the classrooms and ensuring all my learners make good progress? Do I need to think more about the pedagogy involved in balancing conceptual understanding with arithmetic fluency?

Leading and managing change How does the new NC fit in with established practice, processes and systems? What will we change? What will we keep the same? What will we stop doing? What will I do to support teachers?

Experiences from a leading practitioner Consider – the aspects discussed from leading and managing change.

Coffee

Results of the EYFSP Pilot (Mar ‘13) Research results: Performance in the new ELGs was generally lower than in the old ELGs Across the 17 ELGs the lowest performing was ‘numbers’ Performance in ‘numbers’, 42% ‘emerging’, 48% ‘expected’, 10% ‘exceeding’

The weakest correlation between the old and new scales occurred between ‘numbers’ and ‘creative development’ Girls outperformed boys in all the pilot LAs There was a 22% point gap between achievement of autumn and summer born children in all ELGs

Results of the EYFSP Pilot (Mar ‘13) Reception class teacher responses: Almost half said that it was more difficult to make a judgement for the ‘numbers’ ELG – ‘due to the amount of content in the ELG, some of which was new to the EYFS curriculum’ There were comments about the level of challenge in the ‘numbers’ ELG and the mismatch between old and new ELGs – a child viewed as exceeding in the old ELGs is viewed in the new ELGs as ‘expected’ Many said that exemplification of ‘emerging’ and ‘exceeding’ would be helpful

So… what are the implications?! Raised expectations could imply built-in Reception year failure this year: knowing numbers up to 20 (top of the scale for Numbers as Labels and for Counting) was previously achieved by 17% of children adding, subtracting including counting on and back… and solving problems including doubling (top of the scale for Calculating) was previously achieved by only 7% of children this means that this year number skills are expected for all 5 year olds that were achieved in 2012 by only 20%

And… There are gaps in the support for teachers in the Non-Statutory Guidance document and the EYFSP Exemplification Materials: no mention of the complexity of teens numbers and how to teach them no mention of doubling and halving, ordinal numbers, numbers as labels or subitising little mention and no explanation of counting on and back no explanation of subtraction strategies or sharing

So… how do we react?! we must: do all we can to ensure that the increased pressure on practitioners in Reception doesn’t result in a narrowing of children’s experiences in mathematics in nursery – ‘downward pressure’ remind ourselves constantly that research shows that in order to lead to higher standards, maths needs not only to be more challenging but also more engaging – a ‘worksheet culture’ does not work!

Think positively! page 5 of the EYFS revised non-statutory guidance Problem solving and reasoning have only disappeared from the mathematics title – they are still important, implicit and expected!

Implications of new EYFSP Awareness? What has been the impact of the changes in your school? How have you supported EY colleagues? How will you address issues next year?

Taster to EY/Yr1 subject development course Activities on table Too high/too low Bottle tops Double/ halve What’s my number Boxes

World Maths Day

NCETM stuff