Secondary Initial Teacher Education: PGCE Mathematics

Term 1 Programme 2017-2018

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Institute for Education: PGCE Secondary Mathematics Term 1

Contents Academic/Subject Tutors 1

Recommended reading 2

Key Websites 3

Development of Subject Knowledge 4

PGCE Secondary Mathematics Overview 5

Mathematics Subject Sessions: Term 1 11

University Professional Studies – Maths specific sessions 19

Mathematics National Curriculum

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Academic Tutors: Sarah Wilton-Rhead CV.HB.G05 / 07976 290689 s.wilton-rhead@bathspa.ac.uk Nick Peatfield CV.HB.G05 / 07963 545507 n.peatfield@bathspa.ac.uk University-based Professional Studies (PS) sessions will be mainly held at Rush Hill/Culverhay Campus, Rush Hill, BA2 2QL http://www.bathspa.ac.uk/about-us/contact-us Maths subject sessions will be mainly held at CV.G01, Culverhay Campus, Rush Hill, BA2 2QL. Situated Learning sessions will take place at various schools Parking at Culverhay Campus: BSTs are not permitted to park the Culverhay Campus car park, unless displaying a disabled parking permit. Please park sensibly and considerately in the local area.

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Recommended Reading The following key readings are advised as a starting point. Key readings for University sessions will be detailed on the session plan and will be available prior to the session. Suggested key readings Boaler, J. (2015) The Elephant In The Classroom : Helping Children Learn And Love Maths,. Souvenir Press [Ebook available] Jo Boaler outlines problems facing children in classrooms today. How can children be prepared for the mathematics they will need in the future? Goulding, M. (2004) Learning to Teach Mathematics in the Secondary School. David Fulton. Aimed at students and newly qualified teachers of secondary mathematics and their school-based mentors, this text links the practical experience gained in school placements with the theoretical background available from reading and research. Gates, P (2001) Issues In Mathematics Teaching. Routledge Falmer This book presents the key debates that the mathematics teacher will need to understand, reflect on and engage in as part of their professional development. Haggarty, L Ed. (2002). Aspects Of Teaching Secondary Mathematics : Perspectives On Practice. Routledge Falmer If learners in the classroom are to be excited by mathematics, teachers need to be both well informed about current initiatives and able to see how what is expected of them can be translated into rich and stimulating classroom strategies.

Johnston-Wilder, S, Lee, C, & Pimm, D ( 2017) Learning To Teach Mathematics In The Secondary School: A Companion To School Experience. Routledge. [Ebook available] Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the secondary school classroom. Ollerton, M. (2006) Getting The Buggers To Add Up. Continuum. This extremely practical guide equips teachers with a huge number of strategies for improving pupils' numeracy skills in the classroom. Mike Ollerton shows how active learning, equipment based and surprise perspectives can bring mathematics alive. Brimming with useful tips and inspirational advice on every aspect of mathematics teaching, this book will prove essential reading for mathematics teachers everywhere.

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Recommended Journal Mathematics Teaching https://bathspa.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&bquery=JN+Mathematics+teaching&type=44&site=eds-live Key websites: We will look at a number of websites over the course of the year. The following are some introductory websites to explore and register with where appropriate. National Curriculum; Program of Study for Mathematics https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study National Centre for Excellence in Teaching Mathematics https://www.ncetm.org.uk Association of Teaching Mathematics https://www.atm.org.uk/ Mathematics Association http://www.m-a.org.uk/ Further Mathematics Support Program http://furthermaths.org.uk/ Maths Hubs http://www.mathshubs.org.uk/ Boolean is our local Maths Hub and I would recommend signing up to get notified of free CPD. GLOW and White Horse Maths hubs also have a range of free resources once signed up NRich – A website offering rich mathematical tasks for all key stages https://nrich.maths.org/ You should also ensure that you regularly read other relevant educational literature such as the Times Education and the Guardian Education supplements along with any other subject specific reading lists which have been provided.

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ICT Hardware You are strongly advised to bring your own laptop/tablet to subject sessions and take on school placement. Computer access in schools is varied so being able to use your own machine can ensure you always have computer access. Software The below software is recommended to download and explore as we will be using them during the course. GeoGebra: http://www.geogebra.org Many schools have interactive whiteboards and is useful to have drivers for the boards installed on your Laptop. For the two main types of interactive whiteboard are: Promethean: http://www.prometheanplanet.com/ SMART: https://education.smarttech.com/en Development of Subject Knowledge Subject knowledge will be enhanced though continuous development. The subject knowledge audit should be revisited and electronically updated at every progress review point (PRP). You will also have a Workbook, which gives you opportunities to work through tasks and problems, and think about different aspects of mathematics and how these can be presented to students. Within the resources section of Minerva you will find copies of the new 9-1 GCSE Mathematics Papers. I recommend you complete a set of these per term reflecting on where and why marks are awarded and possible misconceptions students may face. Finally, please ensure you register to the NCETM and visit regularly the Mathematics Teaching Self-evaluation Tools from https://www.ncetm.org.uk/self-evaluation . This site gives you areas in Mathematics Content Knowledge, Mathematics Specific Pedagogy, and how to embed this knowledge into your everyday practice. It is a good starting point for planning every topic for the first time. Preparation for each session The key reading/resources are cited for each session – you must complete these in advance of the session so you can contribute to discussion.

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Institute for Education Initial Teacher Education PGCE Secondary Mathematics Programme Overview

As a general rule the Term 1 weekly programme will be as follows: Monday: Professional Studies with your Professional Studies Tutor and PS Group, to be followed by subject session Tuesdays: Professional Studies (PS) in School (except where otherwise indicated on timetable) Wednesday – Friday: Subject days and situated learning to be timetabled. Professional Studies activities will be detailed in the Professional Studies Programme Handbook. Please note - some dates/activities may be subject to change due to circumstances beyond our control and additional sessions may be added as required.

Schedule for Term 1 – University Phase 1

Date

Description

Subject Session Focus

Week 1 Induction 4th- 8th September Monday 4th Sept 9.00 Welcome

Dr. Kyriaki Anagnostopoulou, Assistant Dean, Institute for Education Benton Brown, Head of ITE Secondary

( Michael Tippett Centre MT.G01)

Registration 9.30-11.00 (CM23/24)

Meet the group 11.00-1.00 (CM222)

Getting to know each other,

subject sessions overview, overview of Term 1, accessing Minerva and the PLPP.

Assessment task set Have your first pre-course task ready for discussion tomorrow. The A4 written submission for the Unseen Children will be for your Progress Review Point (PRP) 1 tutorial.

All sessions below are held in MTG01 2.00 Student Support 2.15 Library Induction (Lis Wallace) 2.30 Writing and learning centre (Siobhan Hawke) 2.45 Careers (Kimberly Russell) 3.00-4.00 Bullying (Dann Beard)

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Tuesday 5th September

BSTs will be working at different times during the day depending on your training route. WWA and BET have their PS session in the afternoon starting at 12.30. All other PS groups have their PS session from 9.30 prior to their briefings in the afternoon. Briefings will be held in NE101 9.30-10.00 WWA and all School Direct briefing 10.00-11.30 WWA, BET and all school direct assignment briefing (BET students join at 10.00am) including follow up for the pre-course task Chapter 1, Opie, C. (2004) 11.30-12.00 BET briefing 1.00-1.30 Core briefing (all those BSTs not in BET or WWA) 1.30-3.00 Core assignment briefing including follow up for the pre-course task Chapter 1, Opie, C. (2004)

Professional Studies Groups • Follow up to morning sessions • Your weekly review and writing

reflectively • Setting developmental targets • Programme documentation-

Progress Review Point (PRP)1 • Pre-course tasks follow up –

general discussion on both set tasks to be followed up again individually in PRP1

• PLPP set up

CM105 Priory, St John’s and NSTA School Direct CM106 St Laurence CM107 BET A CM108 BET B, CM110 Lavington CM111 City Academy CM122 Brimsham Green CM136 WWA CE201 Preston CNG14 Chew Valley

Wednesday 6th September

Michael Tippett Centre: MT. G01

9.30-10.30: SEND (Lisa Smith) 10.30-11.00 Break 11.00-12.00 Prevent (Lisa Smith)

1.00-3.00: Introduction to the Secondary Mathematics PGCE (CM108)

Subject knowledge audit and

enhancement. Book PRP1 Micro-teach task set

Thursday 7th September

Michael Tippett Centre: MT. G01

9.30-10.30 : A view from a special school (Jon Hamp) 10.30-11.00 Break

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11.00 - 12.30: Professionalism, ethics and values (Alan Newland) 12.30-1.15: Lunch 1.15-2.15 : Behaviour for Learning (Jo Houston) 2.15-2.45 : Your wellbeing and you (Student Support) 3.15-4.00: Library Session (CM124)

Friday 8th

September

Michael Tippett Centre: MT. G01

9.30-10.30: The 21st century school (Neville Coles) 10.30-11.00 Break 11.00 - 12.00 :EAL and diversity (Roz Searle) 12.15--1.15 What is learning? How do we ensure it is likely to happen? Do teachers need a theory of learning? This lecture is an introduction to some theories of learning and their implications for teachers. Alan Howe, Head of Department of Education and Childhood Studies 1.15 Lunch

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Date

Description

Subject Session Focus

Week 2 11th-18th September Monday 11th September

University Professional Studies (am) Subject follow up to professional studies (pm)

SEND and Planning

3.00-4.00: Academic Writing at Masters level writing sessions – Siobhan Hawke, Writing and Learning Centre

Tuesday 12th September

School Professional Studies

9.30-10.45 Autism ATL led session WWA and BET (NE101) Professional Studies: PS Handbook, Assignment Handbook: Priory (plus NSTA School Direct) CM105, St. Laurence CM106, Brimsham Green CM122, Lavington CM110, City Academy CM111, St John’s CM117, Preston CM126, Chew Valley CNG14. 11.00-12.45 Autism ATL led session (Priory, St. Laurence, Brimsham Green, Lavington, City Academy, St John’s, Preston, Chew Valley) NE101

Professional Studies: PS Handbook, Assignment Handbook: WWA (CM136) , BET A (CM107), BET B (CM108)

1.15-4.00: Professional studies groups: Professional studies handbooks, discussion on Chapter 1 and 3 (Opie, D. 2004). Meet Lead Trainer, introduction to the school and assignment 1.

Wednesday 13th September

Mathematics Education and the

National Curriculum for Mathematics

Considering the historical development

of Mathematics education Exploring the National Curriculum for

Mathematics across Key Stage 1-4 Guest Speaker: Pete Griffin NCETM-

Mastery Workshop Group presentation on Mathematics

education overseas set Thursday 14th

September

Teaching Mathematics

Deliver number “micro-teach”. Give feedback on sessions

Friday 15th September

FSMP Session

AM Session led by Ted Graham (FMSP) Meet with your group to prepare

presentations

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Date

Description

Subject Session Focus

Week 3 18th-22th September

Monday 18th

September

University Professional Studies (am)

Subject follow up to professional studies (pm)

Differentiation and behaviour

management

Tuesday 19th September

School Professional Studies

Wednesday 20th September

Planning

Lesson Planning

Lesson Objectives, Starters and Plenaries in Mathematics Developing lesson plans

Useful resources Guest Speaker:Ed Gill. Head of

Mathematics at Beechen Cliff School

Thursday 21st September

Assessment in Mathematics

Formal assessment in mathematics

and it’s development over time

Current assessment in Mathematics and a 1-9 GCSE

Deliver group Presentations

Friday 22nd September

Independent study

Meet with your group and prepare

lesson plan for situated learning

Week 4 25th-29th September This week is spend in Professional Studies Schools

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Date

Description

Subject Session Focus

Week 5 2nd-6th October

Monday 2nd

October University Professional Studies (am) Subject follow up to professional studies

(pm)

Continuous Assessment and Feedback

Tuesday 3rd October

School Professional Studies

Wednesday 4th October

KS5 Mathematics

Explore GCSE “8-9” content and how

this leads in to KS5

Guest Speaker: Pat Cobb. Further Mathematics Support Program

Thursday 5th

October

Situated Learning

See individual programs

Friday 6th October

Situated Learning

See individual programs

Week 6 9th-13th October

Monday 9th October University Professional Studies (am)

Subject follow up to professional studies (pm)

Literacy in Mathematics

Tuesday 10th October

School Professional Studies

Wednesday 11th October

“Hands on Mathematics”

Exploring some hands on mathematics;

constructions, isometric drawing, rotations, reflections

Guest Speaker: Ben Sparks

Moving Mathematics Workshop

Thursday 12th October

Situated Learning

See individual programs

Friday 13th October

Situated Learning

See individual programs

Week 7 16th-20th October Familiarisation week in Schools

Week 8 23rd-27th October No Subject Session - Half Term Holiday. PRP1 on Monday and Tuesday

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PGCE Secondary Mathematics Subject Session Information

Session Title Introduction to the Secondary Mathematics PGCE Day/Date/Time Monday 4th Sept Session leader Sarah Wilton Rhead/Nick Peatfield

Session overview This session will introduce the course and core content sharing the timetable, groupings and expectations of the subject sessions. We will discuss the pre course reading. Accessing Minerva and setting up of the PLPP. Introduction to the staff team and to each other.

Learning outcomes • To ensure you know where you need to be, when and for what in the Mathematics sessions.

• To know what you need to do to prepare for and get the most out of these sessions

• To know, who is your exam paper partner and what is the timescale for completing the papers and marking them/ reflection task.

Session content This session is largely an information giving session and a chance for the BST’s to meet each other. It will include plenty of opportunity for questions to be answered and for expectations to be made clear. There will be some time for an interactive ice breaker game and for students to update their contact information.

Key Reading/Resources

KS3 and KS4 assessment papers will be distributed

Follow up study

Complete a SATS paper and a GCSE Paper in your own time but in a timed manner. You will need to bring completed papers on the 20th September to develop knowledge of mark schemes. On the 2nd October you will give feedback on these papers. This will help inform your subject knowledge audit up date at PRP2.

Links to Teachers’ Standards

S3: Demonstrate good subject and curriculum knowledge S6: Make accurate and productive use of assessment

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PGCE Secondary Mathematics Subject Session Information

Session Title Introduction to the Secondary Mathematics PGCE

Day/Date/Time Wednesday 6th September 1-3pm Session leader Sarah Wilton Rhead/Nick Peatfield

Session overview

This session will introduce the course and core content, discuss methods of reflection and evaluation and introduce tools for development of Subject and pedagogical knowledge

Learning outcomes

• To be familiar with the course handbook and course content • To develop reflection and target setting skills • To explore tools for subject knowledge development

Session content Presentation on the over view of the year and course content Nominate course representative and social representative Personal reflection ; your role in mathematics education Group work and discussion on Subject Knowledge Audit and Maths workbook to show clear understanding of SKA process and clear target setting Discussion of first micro teach task and allocation of topics

Key Reading/ Resources

Read the below journal and make notes on your role in mathematics education and your values in the mathematics classroom. Watson, A 2017, 'Values in mathematics classrooms', Mathematics Teaching, 255, pp. 36-37. Reflect upon this reading ready to share your views. Draw out the key points and consider any points you agree and disagree with and link them to your experiences. Boaler, J. (2015) Chapter 2: What goes wrong in classrooms? The Elephant In The Classroom : Helping Children Learn And Love Maths,. Souvenir Press [Ebook]

Follow up study

Register with the NCETM and start the Mathematics Content Knowledge self evaluation tools: https://www.ncetm.org.uk/self-evaluation/area-selection/323 Microteach: Prepare 15 minutes teaching on your allocated topic (with a focus on active learning) to deliver on the 14th September. Think about starting points, how you will address misconceptions, how you will convey key ideas to your learners and assess their progress. Create a rich task to support development of your topic. The following reading will support preparation What is a Mathematically rich task? https://nrich.maths.org/6299

Links to Teachers’

Standards

S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured Lessons S8: Fulfil Wider Professional Responsibilities

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PGCE Secondary Mathematics Subject Session Information

Session Title Mathematics Education and the National Curriculum for Mathematics Day/Date/Time Wednesday 13th September Session leader Sarah Wilton Rhead/Nick Peatfield

Session overview This session looks at the history of mathematics education and explores the National Curriculum for Mathematics across Key Stage 1-4.

Learning outcomes • Review the development of mathematics education and understand the place of formal assessment in mathematics education

• Consider your personal vision for mathematics education and the future of Secondary Mathematics

• To be familiar with the National Curriculum in Mathematics • To be familiar with the recent changes to teaching and assessment of

Secondary Mathematics • To gain an understanding of the importance of mastery in the new

curriculum Session content Timeline activity on Mathematics education and presentation on Mathematics

Education. Review the Mathematics Program of Study for KS1-KS4 and explore the development of number and the interconnectedness of mathematics through hands on activity. Working collaboratively choose one topic from the POS and develop ideas for teaching to see what other links could be established within the National Curriculum. Present a topic plan in one page of how you would teach this topic and create one resource to teach this topic. Reflect upon Subject knowledge and update the SKA Mastery workshop led by Pete Griffin (NCETM) Groups will be allocated for the Mathematics Education Overseas presentations.

Key Reading/Resources

Familiarise yourself with the current National Curriculum using the below document. Review the summary of key changes ready for discussion. National Curriculum for Mathematics https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study Summary of key curriculum changes https://www.atm.org.uk/write/MediaUploads/Consultations/ATM-Conference-DfE-Presentation-2013-03-27.pdf Useful summary of content change http://www.mrbartonmaths.com/blog/wp-content/uploads/2014/06/New-Maths-Curriculum-map.png In preparation for the afternoon mastery workshop read this article: http://www.nama.org.uk/Downloads/Five%20Myths%20about %20Mathematics%20Mastery.pdf

Follow up study In groups of 4 prepare a 5 minute presentation on the Mathematics teaching and curriculum of your given country making comparisons with the UK.

Links to Teachers’ Standards

S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured Lessons S8: Fulfil Wider Professional Responsibilities

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PGCE Secondary Mathematics Subject Session Information

Session Title Mathematics Micro teach Day/Date/Time Thursday 14th September Session leader Sarah Wilton Rhead/Nick Peatfield/Anna Dorricott

Session overview In this session we will break off into smaller groups for the micro-teach activity. All BSTs will teach a 15 minute lesson to the group, feedback will be given from peer and subject tutors.

Learning outcomes • To have complete a first teaching experience • To become familiar with the teaching standards and how these are utilized in

lesson planning and feedback • To develop an awareness of how students learn • To critically evaluate your own and each other’s teaching

Session content

In groups of 10 we will observe and give feedback on the 15 minute number micro teach. We will discuss the guidance for giving and receiving feedback and use the Bath Spa lesson plan evaluation template to evaluate the lessons. Resources and activities for the sessions will be collated and shared.

Key Reading/Resources

Read the following to help develop teaching methods for the micro-teach task. Improving Learning in Mathematics: Challenges and Strategies https://www.ncetm.org.uk/public/files/224/improving_learning_in_mathematicsi.pdf

Follow up study

Complete a reflection of your micro-teach in detail on your weekly review.

Links to Teachers’ Standards

S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured Lessons S5: Adapt teaching to respond to the strengths and needs of all pupils S6: Make accurate and productive use of assessment

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PGCE Secondary Mathematics Subject Session Information

Session Title Lesson Planning in Mathematics Day/Date/Time Wednesday 20th September Session leader Sarah Wilton Rhead/Nick Peatfield

Session overview This session looks at lesson planning in Mathematics to ensure progression in learning. How to plan a sequence of lessons with appropriate lesson objectives and differentiated learning outcomes to deliver pupil progress. Ed Gill (Head of Mathematics Beechen Cliff School, Bath) will lead a session on curriculum change and implications for schemes of work in Secondary Mathematics Departments.

Learning outcomes • To be able to use the Bath Spa medium term plan and lesson plan • To set appropriate lesson objectives and differentiated learning outcomes • To plan mathematics lessons that are engaging for all learners and ensure

pupil progress

Session content Presentation on lesson planning in Mathematics Examining lesson plans and MTP in Mathematics BSTs working in groups creating medium term plans based on sample schemes of work. BSTs working collaboratively to produce a lesson plan they will then share and critique A presentation from a current Head of Mathematics outlining the implications of the current changes to the mathematics curriculum and assessment arrangements and how departments are planning for this.

Key

Reading/Resources Goulding, M (2004) Learning to Teach Mathematics in the Secondary School. Chapter 7 Planning and Evaluating Lessons. David Fulton. (Available on Minerva)

Follow up study

Complete your lesson plan and resources for situated learning. Send this to your group for feedback.

Links to Teachers’ Standards

S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured Lessons S5: Adapt teaching to respond to the strengths and needs of all pupils S8: Fulfil Wider Professional Responsibilities

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PGCE Secondary Mathematics Subject Session Information

Session Title Assessment in Mathematics Day/Date/Time Thursday 21st September Session leader Nick Peatfield

Session overview This session looks at formative and summative assessment in Mathematics and how these can be used to enable pupils to make progress. A range of KS1-KS5 assessments will be explored and considered making comparisons to previous formal assessments used in England.

Learning outcomes

• To understand formative and summative assessment in Mathematics • To gain further understanding of formal assessment • To gain further understanding of Mathematics teaching overseas

Session content

Presentation on the current assessment arrangements in Mathematics across the key stages Group task exploring KS1-KS5 assessment Practical activity developing knowledge of marking and use of mark schemes in Mathematics An opportunity to try a range of questions Deliver Mathematics Overseas presentations giving feedback to other groups

Key Reading/Resources

Lewis, M. (2015) Assessment – Beyond Right and Wrong. Association of Teaching Mathematics. Complete this GCSE Maths Quiz http://www.telegraph.co.uk/education/secondaryeducation/10255061/GCSE-maths-quiz-were-O-levels-really-tougher.html

Follow up study Meet with your buddy to swap papers. You will then need to mark these and provide feedback before the UPS session on Monday 2nd October

Links to Teachers’

Standards S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S6: Make accurate and productive use of assessment

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PGCE Secondary Mathematics Subject Session Information

Session Title KS5 Mathematics Day/Date/Time Wednesday 4tH October Session leader Nick Peatfield/Sarah Wilton-Rhead

Session overview We will explore the new KS5 curriculum and assessment arrangements. Patrick Cob from the Further Maths Support Network will deliver a presentation on the work they do and changes to KS5 Mathematics.

Learning outcomes • To develop understanding of the new KS5 curriculum • To understand the role of Core Mathematics at KS5 • To assess your own subject knowledge of KS5 Mathematics

Session content

A presentation on the new KS5 Mathematics curriculum Some exploration of an A level topic Group mapping exercise of topics within KS5 Mathematics Workshop led by Patrick Cob (FMSP)

Key

Reading/Resources Read and make notes on the AS and A level maths subject content for teaching in schools from 2017 https://www.gov.uk/government/publications/gce-as-and-a-level-mathematics Explore the Core Mathematics website. http://www.core-maths.org/ Complete either paper 1, 2A or 2B from the resources folder before the session.

Follow up study

Complete Paper 1 for AS Mathematics http://filestore.aqa.org.uk/resources/mathematics/AQA-73561-SQP.PDF http://filestore.aqa.org.uk/resources/mathematics/AQA-73561-SMS.PDF

Links to Teachers’ Standards

S2: Promote good progress and outcomes by pupils S3: Demonstrate good subject and curriculum knowledge

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PGCE Secondary Mathematics Subject Session Information

Session Title “Hands on Mathematics” Day/Date/Time Wednesday 11th October Session leader Sarah Wilton-Rhead/Nick Peatfield

Session overview Exploring some hands on mathematics; constructions, isometric drawing, rotations, reflections and exploring resources to support teaching.

Learning outcomes • To practice hands on skills required for teaching mathematics both using an interactive board and paper

• To explore online resources • To create resources • To ensure everyone is well prepared for AP1

Session content Presentation on hands on mathematics and constructions via active learning BSTs working collaboratively to refine teaching technique for hands on mathematical tasks Paired task creating a resource for hands on mathematics and then testing with peers Exploring and collating resources Using geogebra complete the student workbook https://www.geogebra.org/ Workshop with Ben Sparks

Key Reading/Resources

Johnston-Wilder, S and Pimm D (2011) “ Using information and communication technology”. In: Johnson-Wilder, S et al. Learning to teach Mathematics in the Secondary School. 3rd Edition. Routledge. Pg 162-188 (available via ebook)

Follow up study Continue to explore Geogebra

Links to Teachers’ Standards

S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured Lessons S5: Adapt teaching to respond to the strengths and needs of all pupils S6: Make accurate and productive use of assessment S7: Manage behaviour effectively to ensure a good and safe learning S8: Fulfil Wider Professional Responsibilities

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University Professional Studies – Mathematics Specific sessions

Session Title SEN/D and Planning Day/Date/Time Monday 11th Sept Session leader Sarah Wilton-Rhead/Nick Peatfield Session overview

Discussion of ideas from morning sessions and consideration as to how these strategies would work best in the Mathematics classroom. Discussion of planning and how to successfully and efficiently use the internet to support lesson planning.

Learning outcomes To have an increased awareness of barriers to learning for SEN/D and how to overcome these practically in mathematics lessons To begin to explore online resouces and consider how to begin planning lessons

Session content

Group discussion of the key reading. Discussion of classroom strategies and possible challenges when teaching SEN students. Web session with John Corbett (Corbett Maths) to discuss lesson planning.

Key Reading/Resources

Including students with SEN and/or disabilities in secondary mathematics http://dera.ioe.ac.uk/13799/1/mathematics.pdf https://corbettmaths.com/

Follow up study Exploring ideas and resource on TES and other sources for use during planning

Links to Teachers’ Standards

S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured Lessons S5: Adapt teaching to respond to the strengths and needs of all pupils

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University Professional Studies – Mathematics Specific sessions Session Title Behaviour management and Differentiation in Mathematics Day/Date/Time Mon 18th Sept Session leader Sarah Wilton-Rhead/Nick Peatfield Session overview Discussion follow-up to morning session. Mathematics specific

considerations including how to engage all students. Discussion of ideas from morning sessions and consideration as to how these strategies would work best in the Mathematics classroom.

Learning outcomes • To reflect upon your classroom style in terms of behaviour management • To consider the range of strategies used for differentiation in

Mathematics Session content Discussion about the morning session and our experience of behaviour

management as witnessed in our PS schools and in our situated learning lessons. Discussion of school behaviour policies. Watch the following videos making notes on the classroom management styles Lesson observation: Year 8 Maths KS3 Lesson Observations: Year 10 Maths KS4 Practical activity exploring different methods for differeniating a mathematics task

Key Reading/Resources Ollerton, M. (2006) Chaper 2 “Managing Mathematics Classrooms”. In Getting The Buggers To Add Up. Continuum (Available on Minerva)

Follow up study Reflect upon the following reading sharing thoughts within the weekly

review: Boaler, J. and Wiliam, D. (2001) ‘We’ve still got to learn!’ Students’ persepctives on ability grouping and mathematics achievement. In Gates, P (2001) Issues In Mathematics Teaching. Routledge Falmer

Links to Teachers’ Standards

S1: Set high expectations which inspire, motivate and challenge pupils S4: Plan and teach well-structured Lessons S5: Adapt teaching to respond to the strengths and needs of all pupils S7: Manage behaviour effectively to ensure a good and safe learning

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University Professional Studies – Mathematics Specific sessions

Session Title Continuous assessment and Effective Feedback Day/Date/Time Monday 2rd Oct 1.30pm Session leader Sarah Wilton-Rhead/Nick Peatfield Session overview Following on from the morning sessions, this is an opportunity to discuss

specific issues that may arise in Mathematics in terms of continuous assessment and feedback.

Learning outcomes • To explore Assessment for Learning approaches and how to plan and

use these to ensure pupil progress. • To understand techniques of assessment in Mathematics: questioning,

modelling, self and peer assessment, high quality verbal and written feedback

• To develop our own feedback and assessment skills

Session content Presentation on the use of continuous assessment in Mathematics teaching and learning. Discussion of the pre session reading. Practical feedback session. In this session you will be giving your buddy feedback on their assessment papers. We will focus on the feedback you have given your partner on their work and experience first-hand receiving comments without actual marks. Discussion of this will follow and examples of ‘good feedback’ shared with the group.

Key Reading/Resources

Hodgen, J. and William, D. (2004) Mathematics inside the black box : assessment for learning in the mathematics classroom. Nelson Available at: Inside the black box Lee, C (2011) “ Assessment for Learning”. In: Johnson-Wilder, S et al. Learning to teach Mathematics in the Secondary School. 3rd Edition. Routledge. Page 101-122 (Available as ebook)

Follow up study

Reflect upon your assessment papers and update your subject knowledge audit

Links to Teachers’

Standards

S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S6: Make accurate and productive use of assessment

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University Professional Studies – Mathematics Specific sessions Session Title Literacy in Mathematics Day/Date/Time Monday 11th Oct 1.30pm CVG.01 Session leader Sarah Wilton-Rhead/Nick Peatfield Session overview Exploring literacy in mathematics and key ways to promote and support

literacy Learning outcomes

• To develop knowledge of ways to incorporate literacy teaching into Mathematics lessons.

• Awareness of how to construct worksheets for use in the classroom to best promote and support literacy.

• An understanding of levels of literacy needs for exam success. • Ideas for promoting Mathematical literacy in your school

Session content

Discuss specific issues that may arise in Mathematics in terms of literacy. An activity looking at worksheets and past questions to appreciate the level of literacy needed for GCSE success. Work in pairs to develop a literacy based starter.

Key Reading/Resources National Strategies: Literacy in Mathematics (available on Minerva)

Follow up study Make notes on key ideas discussed here: https://classteaching.wordpress.com/2013/04/21/developing-literacy-throumaths/

Links to Teachers’ Standards

S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured Lessons S8: Fulfil Wider Professional Responsibilities

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Mathematics National Curriculum Purpose of study Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high- quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Aims The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

• reason mathematically by following a line of enquiry, conjecturing relationships and

generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and non-routine

problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. Information and communication technology (ICT) Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used. Spoken language The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

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School curriculum The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online. Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.