24 Lancashire Mathematics Newsletter Lancashire Mathematics Lancashire Newsletter Mathematics Newsletter SUMMER TERM 2007 2007 LANCASHIRE MATHEMATICS CHALLENGE DISTRICT RESULTS SO FAR: Tuesday 6 March 2007 1st Hutton CE Grammar All Hallows High School 2nd Balshaw’s CE High Question Time 3rd Lostock Hall Community High Tuesday 13 March 2007 1st Bacup & Rawtenstall Grammar School Bacup & Rawtenstall Grammar School 2nd Shuttleworth College On Monday the Pied Piper caught 1000 rats in a city. On Tuesday he caught 10% 3rd Whitworth Community High School fewer rats than on Monday. On Wednesday he caught 20% more than on Tuesday. On Thursday he caught 30% fewer than on Wednesday. Thursday 22 March 2007 1st Holy Cross Catholic High - A Specialist Science & Sports College Bishop Rawstorne CE Language College 2nd St Michael’s CE High School On Friday he rested. How many rats did he catch in total that week? 3rd Southlands High School - A Specialist Technology College Wednesday 28 March 2007 1st Ashton Community Science College Broughton Business & Enterprise College 2nd Our Lady’s Catholic High School, Preston 3rd Archbishop Temple CE High School & Technology College Gus is older than Flora. Alessandro is older than Zara but younger than Flora. Oliver is younger than Gus but older than Zara. Yvette is Congratulations to all of the above teams and all of the schools who have participated so far. younger than Gus. Alessandro is older than Oliver. Flora is younger than Yvette. Which of these six friends is the youngest? Full Mathematics Team List Senior Adviser Alison Hartley Early Years Foundation Stage 2 Primary Mathematics Consultants Shirley Bush (Senior Consultant) Helping children to achieve age-related expectations 3 SOLUTION Sue Bailey Primary Framework - latest updates 4 Nicki Brough Lynsey Edwards Role of the Mathematics Subject Leader (Primary) 5 - 7 Sue Farrar Cheryl Nelson Learning and Teaching for bilingual children 8 Andrew Taylor Girls Allowed! 9 Peter Toogood Wave 2 and Wave 3 Strategies 10 Secondary Mathematics Consultants Louise Hastewell Progression in Data Handling & Interactive Displays 11 - 13 Sue Taylor Webwatch 14 Jill Lane Maureen Magee Clever Touch Software - Lynx 15 Espresso 15 Team Contact Details ITP Reception to year 9 16 - 18 Progression Maps 19 Phone: 01257 516102 ICT Pilot 19 Fax: 01257 516103 Study Plus 20 E-Mail: [email protected] Assessing pupils’ progress (APP) 20 Write to us at: Intervention on-line modules 21 LPDS Centre Southport Road GCSE Mathematics 22 CHORLEY PR7 1NG Playing for Success 23 Website: www.lancsngfl.ac.uk/curriculum/math/ Puzzle Page 24 2 Lancashire Mathematics Newsletter 23 Lancashire Mathematics Newsletter Early Years Foundation Stage Playing for Success @ Preston North End Football Club The Early Years Foundation Stage (EYFS) is a comprehensive framework which sets the standards Playing for Success is a national initiative which provides out of school study support for pupils aged 9-14, using sport and its environment as a curriculum tool. The focus is to raise achievement in literacy, numeracy for learning, development and care of children from birth to 5. It builds on and will replace the and ICT whilst also helping to develop self-esteem, motivation and independent learning. The centre at existing statutory Curriculum Guidance for the Foundation Stage, the non-statutory Birth to Three Preston North End uses the subject of football, the Deepdale Stadium and the National Football Museum within Matters framework, and the regulatory frameworks in the National Standards for Under 8s Day its sessions. The centre is based under the Alan Kelly Stand, in the Learning and Community Centre. Care and Childminding. PfS @ PNEFC is part of Lancashire School Effectiveness Service and is a DFeS initiative, in partnership with Lancashire County Council, the club and sponsors. All registered early years providers and schools will be required to use the EYFS from September 2008. The spring term has been a busy term at Playing for Success! Pupils have been improving their numeracy skills through personalised activities in the ICT suite and through numeracy activities around the stadium. Mathematical Development has been renamed Problem Solving, PfS pupils have been working around the Deepdale pitch, in the stands and the changing rooms to develop Reasoning and Numeracy. Children must be supported in their numeracy skills, using maths in real life and practical situations. developing their understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas to gain confidence and competence in their use. Problem solving, Reasoning and Numeracy is made up of the following aspects: Numbers as Labels and for Counting - is about how children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems. Calculating - is about how children develop an awareness of the relationship between numbers and amounts and know that numbers can be combined to be ‘added together’ and can be separated by ‘taking away’ and that two or more amounts can be compared. Schools participating in Spring 2007: Primary Secondary Shape, Space and Measures - is about how through talking about shapes and quantities, and Ashton Primary Moor Park Business and Enterprise School developing appropriate vocabulary, children use their knowledge to develop ideas and to solve Brockholes Wood Community Primary Ashton Community Science College mathematical problems. Deepdale Junior Tulketh Community Sports College Holme Slack Community Primary Holy Family Catholic Primary Links are made to Key Stage 1 in the Practice Guidance for the Early Years Foundation Stage Ingol Community Primary booklet. The Primary Framework for Mathematics and the EYFS have been developed alongside Lea Community Primary each other. The Primary Framework provides an overview of EYFS outcomes for school-age St. Augustine’s Catholic Primary children and therefore contains some of the information that practitioners in schools need to work Daytime Sessions with children from birth to five. It matches the EYFS; however practitioners in schools need to access the full EYFS. Some children will not meet all the early learning goals in the EYFS, and Year PfS also offers daytime sessions for schools, which are chargeable. This term, schools have been 1 teachers need to know how to support and extend their learning to help them meet the early participating in our “Maths Around the Ground” Numeracy sessions. learning goals from the EYFS in Year 1 of primary school. The Primary Framework and the EYFS help nursery, Reception and KS1 teachers see how the six areas of the EYFS link to mathematics in For more information on Playing for Success in Lancashire, please contact: KS1. Jane Icely, Centre Manager Hard copies of The Early Years Foundation Stage: Statutory Framework and Guidance will be Preston North End Learning and Community Centre PNEFC delivered into school, however, the document can be downloaded from the website below Sir Tom Finney Way Deepdale http://www.standards.dfes.gov.uk/primary/publications/foundation_stage/eyfs/ PRESTON PR1 6RU Further information can be obtained from Tel: 01772 491410 http://www.standards.dfes.gov.uk/eyfs/ Email: [email protected] 22 Lancashire Mathematics Newsletter 3 Lancashire Mathematics Newsletter New CD-Rom “Helping children to achieve age-related expectations” GCSE Mathematics Ref: 00028-2007CDO-EN In March 2006 the DfES asked QCA to develop two mathematics GCSE qualifications, You will have recently received this cd-rom in school (distributed via the school bags by the Lancashire Mathematics each based on the key stage 4 programme of study. Functional mathematics will be Team). incorporated into the first GCSE (hereafter GCSE Mathematics), which will count in performance tables and be a direct development from the current GCSE. GCSE We are aware that schools receive a large amount of publications and information and so the aim of this article is to Mathematics will be sufficient for progression to GCE. The second GCSE (hereafter provide a quick overview of the CD-Rom and what the Lancashire Mathematics Team regard as the most useful aspects GCSE Additional Mathematics) will include a greater focus on both reasoning and the of this resource. application of higher-level skills within mathematics. Its assessment will focus on problem-solving and more open-ended questions. The assumptions that underpin the Once you open up the CD-Rom you will find a range of resources and publications: many of these will be familiar to you. development are that: The aim of this CD-Rom has been to bring these resources together in one place for use mainly by Year 5 and Year 6 teachers (although some of the materials have whole-school implications). •The new two-tier GCSE Mathematics will be the ‘gatekeeper’ qualification; •GCSE Mathematics and GCSE Additional Mathematics will be free-standing and not Resources/ publications contained on the CD-Rom are as follows: linked as a double award; 1. “Learning about Learning” - a very interesting and useful document which would be an ideal focus for the whole •GCSE Additional Mathematics will be aimed at higher achievers and more motivated students; teaching staff in terms of developing children’s positive attitudes towards their learning and their potential to achieve. There are clear links with work on Assessment for Learning and engaging children in their own learning. This •The programme of study will not be split across two single GCSEs; document suggests approaches to discussions with children about their learning or ways of questioning in day-to-day •GCSE Additional Mathematics will cover the whole range of GCSE grades; teaching which develop a ‘can do’ attitude, self-belief and high expectations. As mathematics is a subject with regular •GCSE Additional Mathematics will not be a requirement to progress to A level.