2. “Roadmap to Mastery” A Development Programme for Primary Maths Teachers Session 1: Information for Maths Co-ordinators and Senior Leadership Team

3. Learning from each other; locally, nationally & internationally Helping teachers to develop as reflective practitioners

4. Lessons learned from Shanghai et al Resolute belief that fluency comes about through a balance conceptual understanding & procedural “mastery” Reflected in the new national curriculum The 2014 national curriculum for mathematics has been designed to raise standards in maths, with the aim that the large majority of pupils will achieve mastery of the subject.

5. Procedural Fluency Conceptual Understanding Mastery

6. Mathematics programmes of study state that: All pupils should become fluent in the fundamentals of mathematics, including….. varied and frequent practice, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.

7. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. When to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.

8. Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

9. For many schools and teachers the shift to this ‘mastery curriculum’ will be a significant one. It will require new approaches to lesson design, teaching, use of resources and support for pupils. Certain principles and features characterise this approach :

10. Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics. The large majority of pupils progress through the curriculum content at the same pace. Teaching is underpinned by methodical curriculum design…..

11. Teaching is supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.

12. Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.

13. Teachers use precise questioning in class… … to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.

14. Challenge for Schools Explore the concepts we are trying to develop. Identify concepts that are lacking? Explore conceptual development strategies Explore “variation” in our teaching? Extend the more able by going “deeper”?

15. “Roadmap to Mastery” i Please refer to SYMH emails or the website for the latest details. Session 2 is available for delivery in the Autumn term 2015 This two hour session can be held at your school and will be facilitated by one of the SYMH’s Mastery Champion team. This whole staff session introduces the aspects addressed in this presentation and builds upon these with a demonstration of practice in a classroom.

16. “Roadmap to Mastery” ii After which, further sessions can be booked termly or half termly that address specific maths topics. These will focus on conceptual development, misconceptions and “Mastery” strategies. Areas of focus will include; Addition/subtraction, Place Value, Fractions, Multiplicative reasoning etc. To support schools further SYMH will help arrange local “Mastery” cluster meetings and make available for all schools, resources developed through the programme.

17. For further information See the SYMH website at www.symathshub.org.ukwww.symathshub.org.uk Patricia Parish at admin@symathshub.org.ukadmin@symathshub.org.uk Tel 0114 230 25 36 Ext 252 Pete Sides at psides@symathshub.org.ukpsides@symathshub.org.uk Tel 0114 230 25 36 Ext 225