Newsletter 5 January 2020

Spring Term 2020 1 Newsletter 5 January 2020

News from our Maths Hub Lead, Abha Miller: Happy New Year !

The number 2020 is a extremely satisfying number, with 12 divisors and the sum of its digits a square number it makes a very nice whole class activity. In MMXX we are very excited that this term BBO will be hosting primary and secondary shanghai showcase events. We are one of only 12 hubs to host a secondary exchange and are looking forward to welcoming the Chinese teachers. In addition to this, we will continue to run workgroups and open mornings that showcase our approach to teaching for understanding. Our integrated approach to curriculum design and pedagogy is wholly consistent with the curriculum deep dives and maths leaders attending our LLME meetings are finding it useful to connect and share experiences. Please keep an eye out for the dates of these at the end of the newsletter and get in touch with the LLME team. There are many opportunities to sign up for work groups, especially: Developing A Level Pedagogy, Core Maths, Yr5-8 Continuity Work Group (Dicot + Slough), Specialist Knowledge for Teaching Mathematics Programme (Primary and Early Years) and Primary Twilights. We also have two new primary innovation projects starting; The Case for Maths Journals and Subject Lead- ership in a Mastery Context.

Keep warm during these months Abha Miller 11111100100

Teaching for Mastery is a Department of Education TEACHING FOR MASTERY initiative which started in 2016, to develop Maths teaching and learning in England. The aim is that all schools in England will eventually be teaching using this  Free Primary Mastery Open methodology. Schools that have already been working Mornings with mastery report:

 a higher level of participation in lessons;  Free Primary and Secondary

 an increased ability to explain reasoning Shanghai Showcase Events mathematically;

 a more positive mind-set towards mathematics;  Free Secondary Mastery

 greater understanding of the links in mathematics; Open Mornings

 increased ability and confidence with problem solving.  Free Secondary Mastery But don’t just take our word for it, come along and find Taster Days out more!

Join the BBO Maths Hub by emailing [email protected] Follow us on Twitter @BBOMathsHub Maths Hub Lead - Abha Miller [email protected] Administrators - Ruth Long [email protected] & Moira Hulme [email protected] Page 2 2

Our Primary Shanghai Exchange teachers are being hosted by Ladygrove Park Primary School in Didcot. They will be offering two opportunities for all teachers in the Bucks, Berks and Oxon area to observe KS1 and KS2 lessons at the Showcase Events on 10th and 11th March. These lessons will take place in the school hall and will be taught by the Chinese teachers. This will be followed by a lesson debrief and general Q&A session. Everyone is welcome to attend, but these events are always popular, so bookings will be limited to 2 places / school. To book a place: http://bit.ly/30wcKU7

Mastery Open Sessions If you can’t make the Showcase Events, fear not! BBO Maths Hub is offering multiple opportunities for teachers in our area to observe lessons taught with the teaching for mastery approach. Attendance is free of charge and bookings can be made at www.bbomathshub.org.uk Come along to find out more!

Primary Mastery Open Mornings William Morris Primary, Banbury : Tue 28 Jan Holmer Green Junior School, High Wycombe : Mon 3 Feb Witney Community Primary School, Witney : Wed 5 Feb, 25 Mar

Secondary Mastery Open Mornings Chiltern Academy, Chesham : Wed 29 Jan, Wed 18 Mar, Wed 13 May Desborough College, Maidenhead : Fri 24 Jan, Tue 5 May Wycombe High School, High Wycombe : Tue 28 Jan, Tue 19 May, Tue 16 Jun, Tue 7 Jul Didcot Girls School, Didcot : Tue 4 Feb, Tue 24 Mar, Tue 5 May, Tue 7 July Sandhurst School, Sandhurst : Tue 5 May, Tue 9 Jun

Finding the Equation of a line 4 by Anne Morgan, Mastery Specialist Desborough College, Maidenhead

Students grasp the concept Lesson 1: of drawing the equation of a In the first lesson of the sequence students drew line from its equation by linear graphs from their equations using a table of completing a table of values values. We paid a lot of attention to the format of with little difficulties. How- the equation (y=mx+c with m the gradient and c ever, many struggle to find the y-intercept). the equation of a line from a Every question, students needed to identify the graph, and even more so gradient and the y-intercept in the equation of the from 2 points. line and in the table of values. They didn’t encoun- ter any major difficulty. At the end of the lesson, we This year, I decided to link made sure to summarise the learning by going over the 2 more closely and mon- the approach and focusing on the gradient, the y- itor whether this helped intercept, and where they appeared in the equa- them. tion, the table of values and the graph. Lesson 2: The following lesson, students needed to complete the same process but in reverse. From a linear graphs., their task was to read find suitable points on the graph, construct a table of values and extract the gradient and the y-intercept from the table of values in order to get the equations of the graph. The first graphs presented points that were all easy to read and the y-intercept was visible on the graph. The last graphs from their worksheet hid they y-intercept (it was out of the graph). So they wrote the table of values for the points they could see, and then extended the table to the left in order to find the y-value when x = 0.

As students completed this work without any difficulties, they were then given 2 points, including the y-intercept to work from. At first, they were not sure how to use to the work they had just completed. Because they were given only 2 points, using a table of values to guide their calculation was not intuitive. However, once we had done an example together, they were very clear on what to do and engaged in the work with purpose. By the end of the lesson, the 2 given points were no longer adjacent. Students continued to draw tables of values, leaving empty columns between the 2 points. They then started to use calculations to find gradients. Overall, the class was very engaged and confident in what they were doing. By the end of the lesson, they could all find the gradients and recognise the y-intercept (given as one of the 2 points) and they were finding the equation of the lines. Lesson 3:

In the third and last lesson of the sequence, students continued finding the equation of lines from 2 points, but the difficulty was increased by: 1. Two points that were further apart: from the table of values with an increasing number of empty columns, students felt the need to use calculation to find the gradient and could derive the formula to calculate the gradient; 2. Two points further away from the y-axis: again, working backward from the point closest to x=0 became unpracti-

cal. Using mental strategies, most understood that to calculate the y-intercept, they needed to do y1 – m × x1 .

At that stage, we could have progressed to working out equations of lines without tables of values (using formulas instead), equations of parallel, perpendicular lines, and equations of lines from real-life graphs. However, because of the dynamic of this particular group of pupils, I finish on this positive lesson, set some homework on the topic and moved to solving simultaneous equations (graphically, and then algebraically). As a strong believer of interleaving, we will come back to this topic in a few weeks and my goal will be to try and wean them off the table of values... Or not! 5 Work Groups Page 5

 Subject Knowledge for Early Years Teachers Work Groups in this project for Early Years Teachers will develop mathematical subject knowledge in conjunction with understanding the pedagogy that underpins the teaching of it. Understanding of mathematical structures will be explored so participants gain a detailed understanding of how children learn early mathematical concepts. We are offering 2 work groups, based around 4 half-day sessions, Newbury: 2 Mar + 23 Mar + 20 Apr + 11 May (Mondays) Book These work groups, led by Nathan Crook and are now available to book via our website.

 Subject Knowledge for Primary Teachers Work Groups in this project for Primary Teachers will develop mathematical subject knowledge in conjunction with understanding the pedagogy that underpins the teaching of it. Understanding of mathematical structures will be explored so participants gain a detailed understanding of how children learn early mathematical concepts. We are offering 2 work groups, based around 4 half-day sessions. Oxford: 7 Feb + 27 Mar + 15 May + 19 Jun (Fridays) book Bicester: 25 Feb + 24 Mar + 21 Apr + 9 June (Tuesdays) book Newbury: 2 Mar + 23 Mar + 20 Apr + 11 May (Mondays) book Wokingham: 24 Mar + 21 Apr + 12 May + 9 Jun (Tuesdays) book

 Primary Twilight, Reading & High Wycombe A fantastic forum for introducing new concepts and exchanging ideas. Based at the Kendrick School in Reading and Wycombe High School. Reading: 27 Feb 4.15-5.15pm Book High Wycombe: 26 Mar 4.30-5.30pm. Book

 Y5-8 Continuity Work Group Teachers from different phases will work together in this Work Group, to improve communication between Key Stages 2 and 3. Participants in this project will take multiplicative reasoning as the focus for their work and develop a consistent approach to it through discussion, joint lesson design and delivery, observation and the development of documentation to support continuity. If you are interested in taking part in either of these work groups, get in touch! BBO Admin will contact your partner schools to encourage them to take part so that you can get the most out of it. Slough: 27 Feb + 24 April + 17 June Book Didcot: 30 Mar + 4 May + 29 June Book

 Subject Leadership in a Mastery Context This Work Group is for maths leads and early career teachers intending to develop a maths specialism. The sessions will focus on embedding a teaching for mastery approach through building enhanced maths subject leader skills – making changes to the way in which the full range of monitoring is carried out, and understanding what specific factors to look for. Use of this information to action plan next steps for the school (CPD needs, resource purchase and management, use of textbooks/exercise books/ workbooks/journals). High Wycombe area: 19 March + 30 April + 11 June 1.30pm-4pm Book

 The Case for Maths Journals This work Group is for all teachers, although it is particularly recommended for teachers who are current or former participants of a Teaching for Mastery Work Group and maths subject leaders. The sessions will focus on the potential of maths journals to enhance the development of Teaching for Mastery approaches, particularly in respect of capturing mathematical thinking. Slough: 28 Feb + 1 May + 26 June (Mondays) 9.30am-12pm Book

6 Post 16 Work Groups Page 6

 Core Maths Open Afternoon If you’re thinking about offering Core Maths at your School next year, come along to Core Maths Open Session at The Warriner School, near Banbury, where you’ll be able to observe a core maths lesson and discuss the programme with our Level3 Lead and other core maths teachers.

Banbury: 31 Jan 1.30-3.30pm Book

 Supporting Core Maths Work Group 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.

Who is this 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.

What is involved? Through three face-to-face Work Group meeting days (or equivalent), participating teachers will develop their practice to effectively teach mathematical concepts and processes through contextualised problem- solving, lead others in their own department to ensure an effective delivery of Core Maths courses, and promote and deliver a Core Maths course in a way that engages qualified students.

We are currently running two work groups; at the Brakenale School in Bracknell and at The Warriner School in Boxham near Banbury.

Banbury: next dates - 23 Mar + 4 Jun, 2-5pm Book Bracknell: next dates - 21 Jan + 24 March Book

 Developing Pedagogy in A Level Mathematics

In 2019/20, this project will run in Maths Hubs across England and provide support for developing the quality of teaching in response to the demands of the linear specifications for A level Mathematics and Further Mathematics. Run in partnership with the Advanced Maths Support Programme (AMSP), Work Groups in this project aim to develop existing A level pedagogy and support development of the requirements of the linear A levels and understand the purpose of the overarching themes in departments. Participants will gain confidence in leadership in departments and in developing others in their department.

Who is this for? It is suitable for people leading development of maths teaching and learning in departments with A level provision and other experienced A level teachers. This could be heads of department or second in department, KS5 coordinators, programme managers or course leaders or other experienced teachers with a similar role. This project is not a subject knowledge development programme for teachers new to A level.

What is involved? Through three face to face Work Group sessions

We are running two work groups, both of which are free-of-charge to delegates.

Abingdon: next dates— 18 Mar + 24 June 2-5pm Book Chipping Norton: 6 Feb + 30 April + 11 June 2-5pm Book

Join the BBO Maths Hub by emailing [email protected] Follow us on Twitter @BBOMathsHub Maths Hub Lead - Abha Miller at [email protected] Administrators - Ruth Long [email protected] & Moira Hulme at [email protected] 7 Local Leaders in Mathematics Page 7

These free meetings are open to Mastery Specialists, Specialist Leaders in Education, Professional Development Leads, Work Group Leads, Heads of Department and Mathematics Leads.

Primary Spring Term LLME meetings Please email [email protected] to book Community: Maths Hub update, ideas for cross phase between Primary and Secondary Leadership: Deep Dives and Ofsted, Maths Focus Mathematics: Sequencing maths curriculum, NCETM Spine materials

 Bucks: Holmer Green Junior School, HP15 6TD, 12th February 2020 4.30— 6.30pm

 Berks: Hawkedon School, Reading, RG6 3AP, 13th February 2020 4.30 to 6.30 pm

 Oxon : Bicester / Banbury area, (TBC), 11th February 2020 4-6pm

 Oxon: Witney Community Primary School, OX28 1HL, 27th February 2020 4-6pm

Secondary Spring Term LLME meetings Please email [email protected] to book Community: Maths Hub update, ideas for cross phase between Primary and Secondary Leadership: Deep Dives and Ofsted—Maths focus Mathematics: One method many topics—making links and impact on curriculum—schema theory!

 Bucks: Wycombe High School, Marlow Road, High Wycombe HP11 1TB,10th February 2020 4-6pm

 Berks: The Willink School, School Lane, Reading, Use RG7 3JZ, 3rd February 2020 4 to 6pm

 Oxon: Didcot Girls School, Manor Crescent, Didcot, OX11 7AJ, 6 February 9.30 to 11.30am

Level 3 LLME Autumn Term meetings Please email [email protected] to book Community: Maths Hub level 3 and AMSP update, feedback on Level 3 regional meeting Leadership: Supporting new workgroup leads , further increasing update of level 3 mathematics Mathematics: AO3 in all parts of the A level Mathematics

 Bucks: Wycombe High School, High Wycombe, HP11 1TB, 30th March 2020, 4 to 6 pm

Join the BBO Maths Hub by emailing [email protected] 8 Page 8

Maths and Physics Teacher Training with the National Mathematics and Physics SCITT

Now in its second year, the National Mathematics and Physics SCITT (NMAPS) is training 40 Maths and Physics trainees in 2019-2020, trebling its intake from last year, which is very exciting. We are receiving high-quality applications via UCAS and are confident that our numbers will continue to grow, especially with the increased Bursary and Scholarship packages for Maths and Physics. If you know anyone who is thinking of training to be a Maths or Physics teacher, please do tell them about us. www.nmapscitt.org.uk If your school would be interested in finding out about hosting trainees for a main and/or second place- ment, please contact us on 01494 897330 or at [email protected]

REMINDER TEXTBOOK FUNDING: All schools on the current Primary Teaching for Mastery Programme are entitled to textbook match- funding of up to £2000. Funding is limited to textbooks and textbook online subscriptions on the approved DfE list. Claims must be submitted by Friday 3rd July. Any queries, get in touch with BBO Admin at [email protected]

Come and see our very own Jo Walker at the MA and NANAMIC Annual Conference who will be delivering two sessions on Using Manipulatives for Directed Number and Algebra Manipulation!

Join the BBO Maths Hub by emailing [email protected]