Cheshire and Wirral Maths HUb Newsletter

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

Newsletter

Cheshire and Wirral Primary ‘Mastery Readiness’ We are now recruiting for the Primary Mastery Readiness programme. This involves a year of support with one of our mastery readiness leads. Please see page 3 for further information.

Welcome to the new Maths Hub for Wirral, Halton and Cheshire We are very pleased to announce the launch of a new Maths Hub for the Wirral, Halton and Cheshire regions. A Maths Hub is a network of professionals who are seeking to bring about improvements in mathematics education. We are keen to work with all schools in the area so please get in touch with us about one of the many programmes we are running. Below are two frequently asked questions about getting involved.

How do I join the Cheshire and Wirral Maths Hub? If you are a school in Halton, Wirral or Cheshire, you are already part of the hub. In order to get involved simply get in touch with us to see what we can offer your school.

Where is the Maths Hub? Although Our Lady of Pity Primary School and Alsager High School lead the Maths Hub, in essence it is a network of professionals working from many different schools towards a common goal.

Events and programmes run through the Maths Hub will take place in a range of venues across the region.

Contents Page 2 Page 3-5

Pedagogy ‘In Focus’ Current Maths Hub programmes open for recruitment

Page 6 Programme updates – how are things going?

Page 7

Meet the team – our primary and secondary leads

Page 8 A maths problem and some key contacts

To find out more, please sign up to our mailing list at: www.cheshireandwirralmathshub.co.uk Maths Hub lead: Andy Ash (aash@ourladyofpity.co.uk) Maths Hub senior lead: Richard Middlebrook (r.middlebrook@alsagerschool.org) Maths Hub coordinator: Fiona Mccrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk)

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

Pedagogy In Focus: representation in mathematics Mathematics is a unique subject – unlike any other, the things that we talk about in mathematics are not actually there to be seen, heard or experienced in any other physical way except through representation. It is for this reason that the subject can often be one that is so tricky to communicate to those who do not already ‘get it’.

As an example, let’s consider the concept of multiplication. Take the expression 2 x 3 – where does this exist? Try and think of as many examples of it as you can and then ask yourself the question ‘Which one is THE correct one?’ Like many, you may end up concluding that there is not really a correct one, just many different representations that are all correct in their own way (see the image below for some possible representations of 2x3).

This is an extremely important issue for educators of all phases. If we are to help pupils understand concepts adequately then we must provide opportunities for them to see the concepts in many different ways – often described as using multiple representations.

One way of thinking about this is through Jerome Bruner’s idea of ‘enactive’, ‘iconic’ and ‘symbolic’ representations (often referred to as Concrete-Pictorial-Abstract). By using these different forms of representation we facilitate a deeper understanding of the mathematical structures for pupils. One could argue that, unless a person can represent an idea in different ways, they do not really understand it fully (even if they can answer problems presented in ‘traditional’ ways!)

C-P-A (a word of caution) Although the C-P-A approach is widely used in schools now, it is also widely misunderstood. It is not always so clear-cut as to what constitutes a ‘concrete’ representation in mathematics and it is not always the case that a concrete representation will make things ‘easier’. When using multiple representations it is essential that teachers know why they are using them – Is it to support struggling learners? Is it to take pupils’ thinking deeper? Is it to broaden their conceptual understanding?

To the right are a variety of different representations of ‘2x3’. These visual diagrams broadly reflect the 5 different structures of multiplication. It is also important to note that verbal, written and symbolic representations are all also relevant. Therefore a teacher saying “two multiplied three times” or writing ‘2x3’ on the board would also be considered as representations.

2

Words: Andy Ash

Twitter: @andya3h

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

We are currently recruiting for a range of programmes…

Primary Schools Mastery Readiness The ‘Mastery Readiness’ programme is designed to support schools wishing to spend longer developing teaching for mastery (TfM) across the school with on-going support from the Cheshire and Wirral Maths Hub. Within this programme schools work with one of our mastery readiness leads over the period of an academic year to help develop TfM in the school. Schools then move onto our ‘Developing Teaching for Mastery’ programme in the second year. This provides the school with two full years of significant support through the Maths Hub. If you would like to join a Mastery Readiness group, please contact Fiona McCrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk) before the 20th September 2019.

Teaching for Mastery with Mixed Age Classes This is one of the key issues facing many schools across the country – how do you apply the principles of teaching for mastery with a mixed age class? Attempts to solve this problem have yielded mixed results – some advocate it as the best way to teach (over and above age banded classes) and others suggest it is not really possible. This project is designed for schools facing this issue and is aiming to develop principles and practical strategies that schools can use. This project has limited places so please get in touch by e-mailing Fiona McCrudden-Bruce (fmccruddenbruce@ourladyofpity.co.uk) soon if you are interested.

Subject Knowledge for Mathematics – supporting teaching assistants Teaching assistants often find themselves supporting some of our most vulnerable learners. This programme is designed to support them by developing their subject knowledge for mathematics through a series of workshops and gap tasks. For further information or to book onto the programme please e-mail Fiona McCrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk).

3

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

Now recruiting…

Secondary Schools Year 5 to 8 Continuity Project This project is all about helping improve transition from primary school to secondary school. It requires one secondary school maths department to work with teachers from their main partner primary schools, focussing on developing a more aligned approach to mathematics pedagogy. By utilising lesson study, collaborative planning, twilight meetings and the creation of shared documentation, the work done within this project should develop a more coherent experience of mathematics teaching for pupils moving from primary to secondary school. We currently have some spaces on this programme and are looking for interested groups of primary and secondary schools.

If you would like further information, please see the attached information sheet and get in touch with Lorna Goulding (gouldingl@nestonhigh.com) or Andy Ash (aash@ourladyofpity.co.uk).

Mathematical Thinking for GCSE Teachers or departments keen to address the reasoning and problem-solving challenges of the mathematics curriculum and its assessment at GCSE are encouraged to take part in this project.

Work Groups will explore professional development activities focusing on practical and accessible classroom-based approaches. The activities themselves also offer a model for wider departmental engagement with professional development processes, and hence could provide the basis of an effective departmental improvement programme in this area. The Cheshire and Wirral Maths Hub are currently recruiting for this programme, please e-mail Fiona McCrudden-Bruce (fmccruddenbruce@ourladyofpity.co.uk) for further information.

Challenging Topics at GCSE Feedback from teachers and GCSE exam analysis indicates there are key areas of the curriculum that students continue to find challenging. This Work Group will explore effective ways of teaching some of these topics, both to address the immediate needs of the incoming KS4 students, but also, crucially, taking a longer-term view by considering development in KS3. The aim will be to get to grips with all the underpinning content of a topic, exploring misconceptions and effective pedagogical approaches for each element. The approaches also contribute towards the development of a generic process which departments could use as a ‘toolkit’ to lead the improvement of teaching and learning in any identified area of the curriculum students find challenging. We are currently recruiting for this programme, please contact Fiona McCrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk) for further information.

4

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

Now recruiting…

Post-16 Supporting Core Maths The success of Core Maths depends in part on the growth of the pool of teachers, schools and colleges with the necessary expertise, experience and enthusiasm to teach it. This project, run collaboratively by the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP), will contribute to the wider national effort to grow that pool, and embed Core Maths confidence and culture within school and college maths departments. This is for all current and potential teachers of Core Maths. These may be teachers in post-16 settings whose main subject is maths or whose main subject is not maths, and who may be unable to access local TSST provision for Core Maths. The Cheshire and Wirral Maths Hub are currently recruiting for this programme, please e-mail Fiona McCrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk) for further information.

Embedding Technology in Level 3 Maths The linear A level requires that the use of technology ‘permeates’ the study of mathematics. This Work Group, run in partnership with the Advanced Maths Support Programme (AMSP), will explore practical approaches for integrating technology in the A level Mathematics (or Further Mathematics) curriculum. Participants will explore where, when and how to use technology to enhance students’ learning, understanding and experience, and will develop their own technology skills. The underlying theme of each Work Group is to develop participants as technology champions in their own departments. The Cheshire and Wirral Maths Hub are currently recruiting for this programme, please e-mail Fiona McCrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk) for further information.

5

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

Project Updates Primary Teaching for Mastery Development Programme We are very much looking forward to working with 70 primary schools this academic year on the Teaching for Mastery Development Programme. Our mastery specialists are looking forward to meeting their Work Group schools at the project launch on 12th September at the Mercure Chester North Woodhey House Hotel (CH66 4PS). This launch day is staggered to allow for the large number of schools involved – if you are a school taking part in this programme and are unsure of your time slot then please get in touch with Fiona McCrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk).

Schools taking part in this programme will be working with their Mastery Specialist teacher throughout the year, developing the pedagogy of Teaching for Mastery through lesson study and supportive school visits.

Developing Mathematical Fluency in EYFS The EYFS Mathematical Fluency project is one that we have been running through Maths Hub North West 3 for the past four years. This year, we are very pleased to be continuing to work with them in a collaborative way to deliver this project through the Cheshire and Wirral Maths Hub. This year we will have a particular focus on transition between Foundation Stage 2 and Year 1 by looking at the key building blocks that need to be in place for pupils.

In particular, research indicates that ‘pattern awareness’ is a key predictor of later mathematical success in school and we have been developing the programme materials so that they reflect this.

We already have many schools recruited for this programme and are looking forward to the first full day of training on Friday 20th September at Mercure Chester North Woodhey House Hotel (CH66 4PS).

6

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

Meet the Team In each newsletter we will introduce you to members of the Cheshire and Wirral Maths Hub team. This term we want to introduce you to our Primary and Secondary Teaching for Mastery Leads, Rachel Hounslow-Griffiths and Jayne Watts.

Rachel Hounslow-Griffiths – Primary Mastery Lead I have been a primary school teacher for 23 years teaching in Runcorn and then Ellesmere Port (where I still teach). For most of my career I have been a Maths Subject Lead and have also been an Assistant Headteacher for 13 years. I became a Primary Mastery Specialist in 2014 for North West Three Maths Hub and I am also an accredited PD Lead. I now work 3 days a week as the Primary Teaching for Mastery Lead for the new Cheshire and Wirral Maths Hub.

Jayne Watts – Secondary Mastery Lead I have been teaching mathematics for 17 years, including 4 years as Curriculum Leader in a challenging school. I currently teach year 7 through to year 12 three days a week at Alsager School in Cheshire East, where I have been for over 7 years. I am a Secondary Mastery Specialist and Accredited PD Lead. I work 2 days a week as the Secondary Teaching for Mastery Lead for the new Maths Hub. I was fortunate enough to go out to Shanghai for 2 weeks in December 2018, where I was privileged to see and learn from some of the best maths teaching I have ever seen!

7

Cheshire & Wirral Maths Hub Newsletter 1

Autumn 2019

Just for fun – can you solve this problem?

James and Katie folded lots of origami boats over two days. On Monday, James folded 19 boats more than Katie. On Tuesday, James folded another 20 boats and Katie folded another 15.

At the end of the two days, James made three-fifths of the total number of paper boats.

How many did James fold?

Key Contacts Maths Hub Lead: Andy Ash (aash@ourladyofpity.co.uk)

Maths Hub Coordinator: Fiona McCrudden-Bruce (fmccrudden-bruce@ourladyofpity.co.uk)

Maths Hub Senior Lead: Richard Middlebrook (r.middlebrook@alsagerschool.org)

Primary Mastery Lead: Rachel Hounslow- Griffiths (rhounslow@meadow.cheshire.sch.uk)

Secondary Mastery Lead: Jayne Watts (j.watts@alsagerschool.org)

Level 3 Lead: Alison Sutch (a.sutch@alsagerschool.org)

For general enquiries please e-mail Fiona McCruddenBruce or, alternatively phone 0151 677 6262 (option 1)