2. NW Maths CPD Providers Event Mathematical Mastery The Shanghai way
NW Maths CPD Providers Event Mathematical Mastery The Shanghai way! Kirsty Haw NLE/Head Teacher

3. Maths Hub - Background Established in June 2014 32 Hubs in country
6 primary schools and 26 secondary schools
3 Hubs in the North West- St Helens Teaching School Alliance, Ashton on Mersey, Altrincham Girls Grammar
Aim to improve teaching and achievement of maths in response to new National Curriculum, Increase participation levels post 16

4. Rainford High Secondary
Structure of Hub
St Helens T.S.A Maths Hub
STMSTT & BH
Liverpool Hope
Martin Little
NCETM
Evelyn Street
Warrington
Rainford High Secondary
Carmel College
Tara Lougran
Our Lady of Pity
Maths Consultant
Wirral
Newfold Primary
Wigan
Huyton with Roby
Knowsley

5. National Priorities of Maths Hubs…
1. Implementation of learning from England-China exchange
2. A Mastery approach- Singapore Text books
3. Post 16 participation

6. England – Shanghai Maths Teacher Exchange Project
18th September to 4th October- KH & LB visited Shanghai.
Due to changes and up levelling of new national curriculum DFE recognised need for a radical approach to significantly improve outcomes in maths.
Why Shanghai?
- Top of PISA tables for achievement in maths in 2009 & 2012.
- Students of most affluent families in England outcomes lower than students of poorest families in Shanghai.
- Maths teaching considered highly effective.

7. Teaching of maths in Shanghai
What we saw….
Students are very resilient ALL study hard.
Everyone is expected to achieve in maths, no excuse culture, all students believe they can achieve.
Students begin school at 7 years old, they arrive at school already mastering the basics of number bonds, times tables etc.
Schools are very large. Primaries have between 1000 to 3000 pupils. This means one teacher per year group/grade is a specialist and just teaches maths.
Children are told stories/legends by their families about achievement, they have high expectations of education.
Diligence and persistence are valued and taught through stories.
Whole society respects and highly regards teachers.

8. The most respected things in China are; Heaven, Earth, King, Father, Teacher.
People believe that through education they have a chance to change their future, so they believe in education.
Shorter more focused lessons- 35 mins, 4 days a week.
Teachers are maths specialists.
All number lessons, true connections made.
The children developed a deeper understanding using ‘Variation’ not moving on quickly.
Reading book analogy- broad and deep rather than moving through the bands.
Precise maths language used in all year groups.
A real ‘Can do’ attitude!
Very high expectations.

9. Lesson Design and Structure…
Both lead schools will change/adapt their maths practice to include:
Lesson timings- 45 min lesson
Lesson structure- 5 part lesson
Review and do (5 mins)
Introduce the ‘HOOK’ (10 mins)
Initial practice- teaching through the children’s work (5 mins)
Refining of the technique- Modelling/Variation/Making connections (15 mins)
Practice of examples – independent use of variation and using connections (text book examples) (15 mins)
Mental Oral is still important but is being taught in addition. When?
Practice of Number bonds and Multiplication tables. Decision to be made on what year groups these will be introduced?
Mini-reviews take place throughout the lesson.
Maths Mastery Programme- 6 part lesson, to include a ‘Review’

10. What else will change?
FS/KS1 children focusing on a number based curriculum with enrichment weeks to cover the other mathematical areas in addition to connections being made throughout.
Moving to a ‘Mastery Curriculum’- teachers encouraged to spend more time on deepening maths learning rather than accelerating children through the curriculum objectives.
Real focus on ‘application’ of skills i.e. spotting/using relationships within number to go ‘deeper’ and transfer this knowledge to all aspects rather than seeing each area as ‘stand alone’ topics. Conceptual and procedural being taught together.
Daily practice of number bonds, times tables and mental strategies.
Teachers asking richer questions i.e. Why? How do you know? Give me an example….etc.… refer back to Blooms, higher order questions.
Offering fewer procedural methods of calculation ensuring the children are using the ‘most efficient’ method, understanding why they are using it.
Use of children’s work throughout the lesson to move learning on.
Children becoming ‘Master teachers’- children modelling to whole class, giving precise, mathematical explanations and teachers refining the language technique alongside them.

11. Challenges we may face…
We don’t have a National text book to ensure progression & consistency, this was key in the Shanghai practice to move learning forward.
Focus on deep understanding, less covered but in more depth- how does this fit with the new curriculum expectations?
Homework given daily seen as integral to lesson- we are considering the use of homework in terms of level of challenge and opportunities to practice when often children do not get this level of support at home.
1 lesson makes many connections with a range of maths concepts- teacher subject knowledge may need to improve.
Time to upskill the workforce and implement the immediacy of feedback.
No differentiation- we will have to address ‘Gaps’ as well as offering this high quality menu of opportunities.
Cost in terms of ‘Real’ National buy in. For this to work and have a radical impact on Maths Education there needs to be a National expectation to provide ‘consistency’. This model is key and is what the Shanghai system is built upon.