New Courses For The New Maths Curriculum

Facing The Challenges of The New Maths Curriculum with Sense of Number and Alan Peat Ltd

The implications of the New Curriculum for Mathematics have placed a strong emphasis on the need for schools to have a planned, structured policy for teaching all aspects of number. Children need to: –

  • have a very clear grasp of place value in all year groups, in particular the models, images and representations used to secure mathematical understanding.
  • use the correct mathematical vocabulary, and be able to explain their mathematical reasoning when appropriate.
  • have ‘mathematical fluency’ and / or ‘arithmetical proficiency’. Basically, children need to be able to recall as many facts as possible (tables, number bonds and doubles) quickly and accurately, and then apply these facts to calculations.
  • In addition, they need a repertoire of mental calculation strategies, aligned to secure and efficient written methods.
  • Most importantly, children need to know when each method is needed using their sense of number to decide on the most appropriate way of tackling any calculation.

To tackle all of these issues it is vital that schools: –

  • use a variety of models and images to present maths in different ways
  • have ‘non-negotiable’ sets of facts / objectives which need to be practised and learnt daily by all year groups, using a range of fun, engaging activities, ICT resources and games
  • have a consistent calculation policy that is understood by all staff, is prominently on display, and is shared with children regularly.
  • teach and consolidate key mental calculation strategies each week,
  • secure understanding of written methods through the use of visual resources and links to place value, before the development of procedural fluency with larger numbers and decimals.

To tackle the issues above, Sense of Number (in association with Alan Peat) have designed a series of courses which tackle these important issues within the teaching of number when ‘Facing the Challenges of the New Curriculum’

Each course has its own clear, self-contained messages, advice and ideas, yet all days together will provide an excellent structure for schools to consider when designing their programme for developing a Sense of Number.

It would, however, be beneficial for schools who are interested in the development of a high quality calculation policy to attend both Mental Calculation and Written Calculation, as these 2 courses are designed to complement each other.

   

Course content:

Early Mathematical Understanding – Model & Images in the 2014 Curriculum for KS1

DELIVERED BY ANTHONY REDDY, VILLAGE HOTEL, WARRINGTON 19TH NOVEMBER 2014 price £155 per place

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Recommended key participants: maths co-ordinators & Early Years/KS1 staff

Content:

  1. Developing knowledge of how children initially learn basic mathematical skills and conceptual understanding of number.
  2. Using a wide range of models and images to give children a much more secure understanding of our number system
  3. Promoting and demonstrating higher expectations for numeral recognition and place value
  4. Developing earlier understanding of multiplication and division, and exploring manipulatives and strategies that can help to achieve this

This course is ideal for anybody within Early Years settings or KS1 who are looking to explore a wide range of ways in which children can be taught to really understand how numbers are created. Extending the range of resources and manipulatives that are used within the classroom, and promoting a high level of number recognition will raise standards and give children far more confidence when faced with calculations in Key Stage 2.

Sense of Number – Model & Images in the 2014 Curriculum for KS2

DELIVERED BY LAURENCE HICKS, THE VILLAGE HOTEL, WARRINGTON, 7TH NOVEMBER 2014 price £155 per place

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Recommended key participants: maths co-ordinators & teachers from Years 2 to 6

Content:

  1. Developing depth of understanding of number across the school using interactive and practical resources, dynamic models and images, and visualisation strategies
  2. Emphasising the need for a consistent approach to the use of mathematical models, images and resources
  3. Making place value, number sense and reasoning the foundations of mathematical understanding across the school

This course will ensure that all participants are given the opportunity to explore themes such as multiples, factors, primes and number properties through a visual approach to mathematical understanding.   They will be involved in activities which extend place value and develop children’s abilities to effectively reason about and discuss number, one of the key criteria for ‘Outstanding’ OFSTED lessons.

Counting Skills and Recall of Facts – Number Fluency in KS1

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DELIVERED BY DAVE GODFREY, THE VILLAGE HOTEL, WARRINGTON, 8TH JANUARY 2015 price £155 per place

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Recommended key participants: maths co-ordinators & class teachers from Foundation Stage to Year 3

Content: An action packed day exploring:

  1. counting skills across the school (from Early Years to Year 3) using songs, games and interactivity
  2. powerful, fun-filled and tested ideas to help children learn, remember and recall bonds, doubles and early table facts.
  3. a selection of creative and adaptable number games that help support and apply the learning of facts in Key Stage 1
  4. theory and research behind the need for children to begin learning facts and developing instant recall as early as possible, and how knowledge of number facts improves confidence and number fluency

This course will give participants an extremely varied range of fun, adaptable and interactive ideas for learning facts, number bonds and counting skills, which can be implemented immediately. They will feel far more confident to tackle the upscale of objectives in the New Curriculum, and will understand the need for consistent practice of key facts.

Counting Skills and Recall of Facts – Number Fluency in KS2

DELIVERED BY DAVE GODFREY, THE VILLAGE HOTEL, WARRINGTON, 14TH JANUARY 2015 price £155 per place

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Recommended key participants: maths co-ordinators & class teachers from Years 3-6, especially Years 3 & 4

Content: An action packed day exploring:

  1. counting skills in different steps from different starting points across the school (from basic counting steps in Year 3 to decimal, backwards and negative counting in upper KS2) using a wide range of games, songs and interactivity
  2. powerful and fun-filled ideas to help children learn and remember facts (doubles, number bonds etc), in particular tried and tested ways of ensuring that the majority of children in Key Stage 2 know their times tables instantly. Also, simple ways to help children in Years 5 & 6 learn fraction, decimal and percentage equivalences
  3. a selection of creative and adaptable number games that help support and apply the learning of facts in Key Stage 2

Participants on this course will be involved in many different, involving activities, which clearly emphasise the need for children to know and learn number facts as early as possible. Tables, in particular will be emphasised, taking into account the New Curriculum’s upscale in multiplication facts to include up to 12 x 12. A counting / tables policy will be shared, and a range of motivational songs and ideas will be recommended.

Mental Calculation

DELIVERED BY ANTHONY REDDY, THE VILLAGE HOTEL, WARRINGTON, 29TH JANUARY 2015 price £155 per place

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Recommended key participants: maths co-ordinators & teachers from Years 2 to 6

Content:

  1. Defining and understanding the progression of key mental calculation strategies within the primary school through a host of creative and engaging activities
  2. Emphasising the need for a consistent approach to the teaching of mental calculation across the school, which begins in Key Stage 1 and is clearly embedded in Years 3 & 4, before children are moved onto written methods
  3. Visualising mental calculation through a high quality ‘Visual Calculation Policy’ which displays all of the key methods in each stage of progression, and is followed by both staff and children
  4. How to ensure that mental calculation is included within the whole school number policy, and is taught regularly and consistently
  5. Planning for mental calculation in the New Curriculum – potential models for teaching and learning

This course underpins the main aims of the New Curriculum, namely that children have arithmetical proficiency, and can ‘appreciate number’. Having a ‘sense of number’ is crucial to all aspects of mathematics, not only for children to have a repertoire of mental calculation strategies, but more importantly to know which ones to use and when. The New Curriculum states that children should only use written methods for 3 and 4 digit numbers ‘when appropriate’, and that 2 digit calculations should be answered mentally (with jottings). Participants on this course will be given an extensive range of proven ideas that will make mental calculation the basis of children’s number sense.

Written Calculation

DELIVERED BY ANTHONY REDDY, THE VILLAGE HOTEL, WARRINGTON, 18TH MARCH 2014 price £155 per place

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Recommended key participants: maths co-ordinators & teachers from Years 3 to 6

Content:

  1. Strengthening understanding of the four rules of number, linking written methods to models and images for place value, and underpinning procedures with understanding
  2. Embedding arithmetical proficiency through jottings and written methods/procedures
  3. Creating and demonstrating the need for a consistent policy for calculation, especially written methods, which is on display and is followed by all staff
  4. Examining the New Curriculum’s objectives for written calculation and presenting potential options for the timescale needed when teaching written calculation.

The main aim of this course is to ensure that participants return to their schools with a very clear overview of the New Curriculum’s expectations for written calculation, and a potential way forward for achieving this through a consistent and well structured approach to calculation. The main vehicle for this will be the ‘Visual Calculation Policy’, a ‘working wall’ for mathematics which displays the key methods of calculation (both mental and written) taught in each year group. Activities for underpinning the understanding of key written methods and jottings will also be included, along with recommended resources and visual images.

Reasoning and Assessment of Number & Calculation

DELIVERED BY LAURENCE HICKS, THE VILLAGE HOTEL, WARRINGTON 27th MARCH price £155 per place

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Recommended key participants: maths co-ordinators / SLT / class teachers from Key Stages 1 & 2

Content:

  1. Using and apply mathematics to solve number problems and beginning to reason about number
  2. Providing an effective and coherent policy for assessment and monitoring of number across the school
  3. A whole school approach to teaching number, drawing upon models, images, recall of facts, mental calculation and a whole school progression in written methods
  4. Examining features of ‘outstanding’ mathematics lessons, and the Ofsted criteria for demonstration of such standards

This course will give mathematics Subject Leaders / SLT the opportunity to discuss the features of effective maths teaching that can potentially lead to outstanding lessons. Ideas will be demonstrated drawing upon the need to develop high quality, reasoning based activities that enable children to show their sense of number. In addition, quality systems of assessment for mathematics will be outlined, in particular the use of Continuity Books to assess the teaching and learning of calculation methods, both mental and written. All key elements which comprise the effective teaching of number will be analysed, in particular the need for quality use of models and images, and participants will be given advice on the best approaches to take to ensure that the whole school celebrates and makes progress in their mathematical thinking.

TO BOOK PLACES ON ANY (OR ALL) OF THE ABOVE COURSES, EMAIL: info@alanpeat.com or ring Sue on 07802367407

 

Course leaders:

Anthony Reddy is an experienced independent mathematics consultant who provides high quality training in almost all aspects of primary and middle school mathematics for schools across the UK. Anthony’s training sessions are highly regarded for their pacy, interactive and practical nature, combining fun and creativity with sound, common sense advice.

 

Laurence Hicks leads an ‘inspirational’ mathematics course at the University of Manchester. Alongside this, he delivers high quality CPD and mathematics consultancy nationwide, presenting key mathematical concepts and understanding with dynamic and interactive visual images and resources. He is an experienced cross-phase teacher and former headteacher.

 

Dave Godfrey is an experienced primary teacher, maths trainer, author and songwriter – he’s the man behind the widely acclaimed ‘Number Fun’ Primary Maths Resources, and aims to make mathematics fun, engaging and visually stimulating to children.  Dave is also a Numicon Affiliate Trainer and NCETM PD Lead.

 

Laurence, Anthony and Dave are also available for all aspects of maths training, including INSET, Twilights, in-school support, auditing and co-ordinator development:

Sense of Number Quotes:

Evaluation Sheet Comments from Sense of Number Course – Wigan

“A well presented and very useful course which will have a massive impact on the teaching of numeracy in our school. Thanks! Brilliant!”

 

“The course content really made you ‘open your mind’ to numbers.”

 

“Extremely worthwhile. Always fun. It will make a real difference to us, Thank You.”

 

“There will be more effective continuity and progression in teaching calculation throughout school.”

 

“Absolutely brilliant. Thank you for all your support, ideas and fun resources that will undoubtedly help to improve the provision and learning of Numeracy in our school.”

 

“Interesting, thought provoking. Your children are worth the effort. Great ideas and resources for a whole school approach. Thank you.”

 

“Brilliant resources – visual, relevant and easy to understand for teachers and children.”

 

“Thank you for a thoroughly enjoyable, FUN and up-to-date 8 days”

 

“All staff ‘fired up’ regarding how they teach and how children learn.”

 

 

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