Are your children stuck at level 2C in

Mathematics?

Day 2

BRITANNIA HOUSE HEALTH AND SAFETYSTATEMENT FOR PROVIDERS/VISITORSPLEASE READ THE FOLLOWING INFORMATION

FIREFor your safety, it is necessary that you identify the nearest fire exit when using any room or area within the building. All exits are clearly signed.

In the event of an emergency, a siren will sound.

You should evacuate the building immediately by the nearest fire exit. Please assemble at the fire point in the Zone 3 car park.

If you, or anyone with you, have mobility problems please advise Reception so arrangements can be made if necessary.

DO NOT RE-ENTER THE BUILDING UNTIL YOU ARE TOLD TO DO SOTHE FIRE ALARM WILL BE TESTED EVERY FRIDAY AT 11AM. PLEASE DO NOT TAKE ANY ACTION.

FIRST AIDIn the event that you or someone else requires First Aid attention, please contact Reception by dialling 5001 from any internal phone.

SMOKINGPlease note that in line with all NCC buildings, smoking is not permitted in Britannia House or its grounds.

Objectives

• To identify aspects of Mathematics that appear to present barriers to learning for children whose progress and attainment has stalled at level 2C

• To plan effective approaches to teaching and learning to help children overcome these barriers and to make good progress in Mathematics and be well placed to achieve level 4 by the end of KS2

Outcomes

• I am aware of and familiar with the recent National Strategies publication ‘Teaching Children to Calculate Mentally’ .

• I am more aware of the mental calculation barriers that L2c children have to overcome to make progress in maths.

• I/we have planned the next steps in mental calculation for my/our L2c group.

Jointly plan a lesson including a guided session for 2C children

Teacher leads the whole class teaching input and the guided

session

TA observes the progress of 2 children in the guided

group

TA observes the progress of another

group before returning to the guided

group

Teacher and TA evaluate

the progress of the children in

the guided group

Talk with the

children in the guided

group about their

learning

Lesson Study

What was the impact of Day 1 (Autumn) on teaching and learning in

your classroom?

Questions to consider (Teacher and TA):

• What do you do now that you didn’t do before Day 1?• What difference have you seen in children’s learning?• Which activities have you used?• Why did you use particular activities?• Have you been able to disseminate the training more widely across your school? What have you done?

coffee

Mental Calculation

Each table has 1 question, relating to Mental Calculation, to discuss.

Each group member should keep bullet points to feedback as part of a ‘jigsawing’ exercise.

How do I help children to develop a range of mental strategies?

Supporting parents/carers

Consider how you currently support parents/carers to enable them to feel more confident to help their child(ren) with mental calculation.What impact or difference has this support had in the past? How do you know?Could you offer something extra/different that will have more impact?

Lunch

Mental Calculation

Published 2010Teaching children to calculate mentallyRef: 00365-2010PDF-EN-01

Available to download What are children expected to be able to do in mental calculation at L2?

Does teaching mathematics in context give learners a reason for learning a particular concept or skill and therefore increase understanding and motivation?

Mind the Gender Gap

… Girls also benefited greatly from having a strong context to support their maths, as did the less able boys. Putting maths into context made the lessons meaningful and relevant and engaged all children. It also provided a concrete and visual background to build understanding on. Gifted and talented children appeared to equally benefit, often adding their own rich extensions to tasks thus stretching the thinking of pupils and teachers alike!

Contextualising Learning

coffee

Time to plan …

• Next steps for your L2c group

• Next steps for you (personal research)

• Next steps for your school

Outcomes

• I am aware of and familiar with the recent National Strategies publication ‘Teaching Children to Calculate Mentally’ .

• I am more aware of the mental calculation barriers that L2c children have to overcome to make progress in maths.

• I/we have planned the next steps in mental calculation for my/our L2c group.