1. 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

2. Who is Kate Mole?!

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

4. A national change to maths education

5. But our children do well! Why are we changing?
Results were good

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

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

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

9. Something HAS to change!

10. 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?

11. 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

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

13. Where do they get it right?

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

15. Firm foundations
NCETM

16. More Maths!

17. 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

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

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

20. Time for more maths!

21. 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

22. 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

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

24. Teaching for Mastery activity
Dividing fractions

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