1. Work Group – Planning for Greater Depth
Tuesday 4th December 1-4pm
Catherine Clarke – Assistant Head and Maths Lead at St Alban’s
Surrey Plus Maths Hub

2. Introductions Name Role
Key thing you’re hoping to take away from this project

3. Aims of the afternoon:
To understand what makes an effective work group
To establish a definition of greater depth in a mastery context and consider how this may be different to current or previous provision in schools
To establish a way to find a baseline in order to gauge a starting point for each school
To clarify roles and responsibilities within the work group

4. An effective workgroup….
Whole school buy-in
Effective completion of gap tasks
Reflection on gap tasks and using them to inform practice
Not ‘training’
Working together to try out new ideas/ solve problems together
NCETM communities

5. NCETM usernames
Please make sure I have your NCETM username and if you don’t have an account please register for one.
While participating in a work group is free, there is an expectation that schools will undertake ‘gap tasks’ and complete an evaluation on the NCETM website at the end
Set up an online community for the schools involved. Can set one up on NCETM
By ing with addresses and usernames
Make sure there is a way to keep momentum going

6. Key Dates

7. What skills would a child working at greater depth have?
Could ask them to make a list at the beginning of a workshop and then collect them in and ask if they want to amend them at the end
Making links
Confidence in reasoning
Application in different context
Secure understanding of number system
Resilience
Mathematical behaviours
Reasoning and problem solving
Finding different ways to solve a problem and commenting on efficiency

8. On a post it….
Write a definition for ‘working at greater depth’

9. Provision for a higher ability child v provision for a child Working at ‘Greater Depth’
Get teachers to reflect on the provision for a higher ability child vs a child working at greater depth
It’s not that there is no differentiation, it’s that it looks different
Lesson designs. Is there a toolkit of challenges?
Journaling
The role of mathematical mindsets – HAP, GDS?
Language
Culture
Non-verbal cues
Use of AFL is vital – might this have implications for the role of the TA?
Training of TAs on AFL and help push on children as needed
Training for TAs

10. What does it mean to master something?
I know how to do it
It becomes automatic and I don’t need to think about it- for example driving a car
I’m really good at doing it – painting a room, or a picture
I can show someone else how to do it.

11. Mastery of Mathematics is more…..
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

12. Mastery and Depth Mastery
To be able to use mathematical concepts, facts and procedures appropriately, flexibly and fluently.
To use reasoning both to explain known mathematical concepts and procedures and to use them to solve problems.
Mastery with greater depth
To solve non-routine problems (i.e. where the approach is not immediately obvious) demonstrating creativity and imagination.
To explore and investigate mathematical contexts and structures, to communicate results clearly and systematically and to explain, generalise and prove results.
All children are entitled to this deeply about the maths! But some will go even deeper!

13. Discussion Question – strategies to support mastery
What elements of mastery with greater depth do you feel you are already addressing in your school and how?

14. Cognitive Domain - Depth of Understanding

15. SATs questions 2018
How might a child complete this who is working at a
Greater Depth of understanding than ARE?
What wider implications for everyday classroom
teaching and learning might this mean?

16. How might a child complete this who is working at a
Greater Depth of understanding than ARE?

17. How important is teacher subject knowledge?
Equal parts
Correct language essential

18. Discussion Question – assessing mastery
How do you as a school assess the level of understanding leading to mastery with greater depth?
Verbal and written reasoning
Explaining how they got their answers
Not looking for a list of content domain. It is a list of behaviours and mathematical skills and thinking
There is a dichotomy between testing and scores and the aims of the national curriculum
There is no way to predict how well children are going to do – it needs to be flexible – it’s going to vary based on different topics.
Need to avoid putting ceilings on children

19. Some signposted resources…
Bloom’s Taxonomy (Verbs)
GLOW Maths Hub (Lomax & Bowman summary document – in community)
Kate Mole’s blog (in community)
Dive deeper with ‘Higher Attainers’ blog
Aiden Sever’s blog
NCETM Primary PD Materials
High quality textbooks
NRICH activities
Always, Sometimes, Never true
Keen Kite mastery with greater depth text books

20. Discussion Question
What are the current issues you are facing when meeting the needs of learners who require extra challenge?

22. The Essence of Teaching for Mastery
Every lesson should be accompanied by practice
Ensure the practice includes variation
Ensure the practice includes dong nao jin
Questions and dong nao jin with additional challenge
Those who answer the dong nao jin with additional challenge consistently provide evidence of greater depth

23. Idea to consider Dong Nao Jin
Is anyone using this already in maths lessons?

24. Dong Nao Jin

25. Dong Nao Jin
A regular part of a lesson In general ,this part is not from the textbook. Sometimes it is:
A challenging question for students,
A “trap” for students.
Very “tricky” which may let the students “puzzle” again
It is an opportunity help student think about the knowledge in another way.

26. Dong Nao Jin How could this idea be applied to your current practice?
If you’re already using this, how could it be developed further?
Group discussion

27. Dong Nao Jin
Design a Dong Nao Jin activity for a learning objective you will be teaching this week.
Work with a partner (same year group?)
Consider how you want to challenge the children and move their thinking on. Think about how you can do this with the activity.
Group discussion

28. Establishing a baseline
Have another look at the definition on your post it.
Has your thinking changed at all? Do you want to make any amendments?

29. Go back to your definitions of greater depth and the list of skills a child would have
Are there any changes you would like to make?
Is there anything you could now add to your list?

30. Where are you now?
The Education Endowment Foundation’s report, Improving Mathematics In Key Stages Two and Three sets out eight evidence-based recommendations on the effective teaching of mathematics.
They produced a document which describes what ‘ineffective’, ‘improving’ and ‘exemplary’ practice can look like in relation to each of the recommendations.

32. 8 categories:
RECOMMENDATION 1 - Use assessment to build on pupils’ existing knowledge and understanding
RECOMMENDATION 2 - Use manipulatives and representations
RECOMMENDATION 3- Teach strategies for solving problems
RECOMMENDATION 4- Enable pupils to develop a rich network of mathematical knowledge
RECOMMENDATION 5- Develop pupils’ independence and motivation
RECOMMENDATION 6- Use tasks and resources to challenge and support pupils’ mathematics
RECOMMENDATION 7- Use structured interventions to provide additional support
RECOMMENDATION 8- Support pupils to make a successful transition between primary and secondary school – more geared for secondary schools

33. Establish your school’s baseline with regards to mastery as we have defined it today Complete the RAG rating document and compile evidence to go alongside it

34. Gap Task
Establish your school’s baseline with regards to mastery as we have defined it today
Complete the RAG rating document and compile evidence to go alongside it
It should become part of the everyday practice that you are collecting evidence
Book evidence
Staff surveys
dong nao jin – try this out in your schools if you’re not already using it