North-East Hants and Surrey Maths Hub Summer Conference 2022

The answer is yes, but first we need to change some embedded cultures. This session will consider what they are and how we move forward in ensuring that ALL children meet age related expectations.

Debbie Morgan holds a national role as Director of Primary Mathematics at the National Centre for Excellence in Teaching Mathematics. She has previous experience as a Primary teacher, Headteacher, Mathematics Advisor and Senior University Lecturer in Mathematics Education. Her current responsibilities include providing advice and expertise to the Department for Education regarding the development and implementation of mathematics policy across England. She has been the mathematics consultant on the BAFTA award winning BBC programme ‘Numberblocks’ since its creation and regularly receives requests to speak at conferences across the country. In 2020 Debbie was awarded a CBE for services to education in the Queen’s Birthday Honours.

Newly updated based on latest research, government guidance and of course teacher feedback, our primary Schemes of Learning help you teach for deep and lasting understanding by changing mindsets and building confidence as well as skills.

This session will support you in implementing our revised Schemes, by considering the changes and improvements we have made to them, and how to use these in your teaching.

To help you get the very best from these valuable materials, this session gives you all the practical information, guidance and inspiration you need to implement, deliver and manage these schemes of learning in your primary school.

Michael Grange is a Lead Maths Specialist with White Rose Maths and an experienced primary school teacher and SLE in Maths

In this session, Karen will share the recent research and innovation project about improving parental engagement in Maths, especially at the tricky transition between KS2 and KS3. The project involved Primary and Secondary schools working collaboratively to develop a deeper insight into the key issues that restrict parental engagement. The session will include information on the bespoke Maths Transition Meetings that were designed, how school communications were tailored to encourage positive dialogue with parents and the model that the teachers will take forward to continue developing for next year. The session will also include a participant from this project who will be on hand to answer questions.

Karen is Maths Lead, Assistant Headteacher and teaches Year 5 at her school in Shepperton. As a trained Mastery Specialist and PD Lead, she runs Work Groups for the NEHS Maths Hub including Developing Teaching for Mastery and Improving Parental Engagement in Maths. In addition, Karen works with South Farnham SCITT as a support tutor.

Early map-making has great potential for developing spatial reasoning, involving activities which are outdoors and cross-curricular. It seems that young children can engage with mapping at a higher level than was previously thought, through environmental and story contexts. This session will explore the mathematics in activities like making 3D maps and mapping stories.

Sue Gifford formerly worked as a primary teacher and at the University of Roehampton. She is now a consultant specialising in early years maths and works with the Early Childhood Maths Group.

A session focusing on the difference between procedural and conceptual variation and how this will link to non-examples within mathematics.

The session is led by Emma Batchelor who is Maths Lead at Wray Common and has worked with the NEHS Maths Hub as a Mastery Specialist for the past four years.

In the session, Mr P will showcase a variety of tools that will help engage and empower learners with their maths. He will share real examples from the class for how technology can enable students to demonstrate their knowledge and understanding in creative ways.

Lee Parkinson has been a Primary Teacher for 14 years where he has built a wealth of ideas for how technology can be embedded right across the curriculum. He now leads CPD and INSET throughout the UK and beyond focusing on raising standards in the classroom through technology.

In this sesssion you’ll hear from two Headteachers, Amanda Webb and Sarah Lewis on how their schools engage with the Maths Hub and Teaching for Mastery.

Amanda will present on: “I finally get it!” Transforming attitudes to inspire attainment. Sarah’s focuses on ‘How Does Your Garden Grow? Ensuring a good ‘crop’ of mastery mathematicians every year’

The session concludes with a panel q&a session.

Pip is a Mathematics Consultant and founder of Accomplish Education Mathematics, supporting schools to develop all children as competent and thinking mathematicians.

This session will cover what Mastering number is and how it can be used to support and strengthen fluency in EYFS and KS1. It will look at the resources and teaching materials which are provided for participants of the programme. The session will also cover the expectations of the programme including participation in face to face sessions.

Subject knowledge training for teachers and teaching assistants has underpinned the development of a teaching for mastery approach at Talavera Junior School, which began 6 years ago. In this session Phil will explain why subject knowledge is key for any school wishing to embed a Teaching for Mastery approach and how this enables teachers to provide deep and sustainable learning.

Phil is an NCETM Primary Mastery Specialist and PD Lead and has been leading various workgroups over the last 5 years. He currently runs the Mastery Readiness Workgroup. Phil also runs our Specialist Knowledge for Teaching Mathematics Primary Programme. He teaches at Talavera Junior School in Aldershot, where he is the Year 3 Leader and class teacher in Blue Whales class.

This session will focus on identifying and developing Oracy skills in our classrooms and how we can use these skills of 'learning to talk' and 'talking to learn' to further children's ability to reason. We will consider key strategies and tips for creating an Oracy-filled classroom and try out some simple ways of improving reasoning through high quality talk.

Jo is an experienced Maths Specialist Teacher, Mastery Specialist and one of the NEHS Maths Hub’s Primary Leads.

During this webinar specialist maths teacher Amanda Keen will help you recognise the signs that a child may have dyscalculia and understand the impact of dyscalculia on learning. She’ll then go on to explore a range of strategies and resources that can be used to build the confidence and skills of learners with dyscalculia.

Having qualified as a teacher in 1995, Amanda spent 17 years teaching across the whole of the primary age range (Early Years to Year 6). She then worked in Learning Support across Key Stages 1 to 4 in both independent and special schools, before retraining as a specialist dyscalculia teacher and assessor.

The Maths Hub offer is constantly evolving and there are a whole host of new and exciting opportunities next year. In this brief final session we will give you information on the different Work Groups and how you can sign up, as well as looking at other plans we have for ’22-’23.

Professor Anne Watson taught mathematics in challenging schools before moving into the University of Oxford. She advised on the mathematics curricula in England & Wales. She works with educators and researchers worldwide on curriculum, task design and pedagogy. She has published numerous books and articles including ‘Key Ideas in Teaching Mathematics’, 'Questions and Prompts for Mathematical Thinking', 'Thinkers' and ‘Care in Mathematics Education'.

In this presentation she tackles myths about the learning that happens when solving problems in mathematics - by solving problems

In this session, Stuart will share his thoughts on highly-effective teaching in mathematics. He will provide a framework of prompts for teachers to consider as they plan the various phases of effective teaching. In particular, he will discuss Preparing, Teaching, Assessing, Building Understanding, Language, Explanations, Phasing Learning, Pupil Practice and Being Mathematical.

Before joining Complete Mathematics, Stuart worked for 16 years as a Classroom Teacher, Head of Mathematics and Research Lead. Stuart’s desire to improve his knowledge and impact has made him a regular presenter and keynote speaker at conferences and a frequent contributor to mathematical magazines, journals and podcasts.

Gill is Post 16 lead at the Maths Hub and has extensive experience in teaching mathematics in 11-18 schools and collaborating with mathematics and education technology educators to improve mathematics education. In 2016 she was part of the original Core Maths team and has continued promoting the Core Maths philosophy.

Gill will explain why Core Maths is so important and what the course involves covering some of the commonly asked questions by teachers new to Core Maths. She will signpost the full Core Maths professional development opportunities offered by AMSP and Maths Hubs and key resources for getting started.

In this session, Nicole will focus on how to develop and refine schemes of work so they have coherence and all stakeholders have a clear understanding of where the learning is leading to.

Nicole is a Secondary Mastery Specialist working with the NEHS Maths Hub as well as Assistant Headteacher and teacher of Maths at Rosebery School.

This session will consider the use the Checkpoints as a way to support teachers in usefully assessing students’ prior understanding and knowledge, and think will about what this might mean for responsive teaching in the classroom.

Richard is a part of the Secondary team at the NCETM and is one of the authors of the Checkpoints.

In this session, Lois will explore procedural variation in question design for Secondary Maths. Thinking about how the examples we show students impact their understanding of a new concept.

Lois is a Secondary Assistant Maths Hub Lead at NEHS Maths Hub also leading Secondary Developing Teaching for Mastery Work Groups and an experienced teacher of Maths at St John the Baptist School Woking.

Paul will explain why he believes mathematical, quantitative, analytical, and problem-solving skills, which are integral to all Post 16 Mathematics, are vital for much of further study Post 18 - university degree courses, degree apprenticeships, higher technical qualifications, etc., and in the workplace for a very wide range of careers.

Paul Glaister is Professor of Mathematics and Mathematics Education at the University of Reading. He has worked extensively on Post 16 Mathematics with DfE, Ofqual, Royal Society, many other organisations and stakeholders, on curriculum policy, implementation, qualification reform, and advocacy for AS/AL Mathematics, Further Mathematics, and Core Maths – see https://www.paulglaister.org/about-bio

Pip is a Mathematics Consultant and founder of Accomplish Education Mathematics, supporting schools to develop all children as competent and thinking mathematicians.

To follow

Jayne Webster is the Senior Leadership Link at Enigma Maths Hub and has been involved with the NCETM and the Maths Hub programme for over 7 years now. In 2015 Jayne visited Shanghai on the England - China exchange and has worked with NCETM as a Teaching for Mastery specialist ever since.

Jayne has a special interest in representations that draw attention to mathematical structures and over the years has collected, created and adapted a range of virtual dynamic representations. Jayne has attempted to share some of these on this website.

https://www.enigmadynamicrepresentations.com/dynamic-representations

In this session, participants will be required to use Desmos. A login is not required but a laptop or tablet will be needed.

What does Mathematical Fluency mean? Is it rote learning, memorising facts and times tables? Is that why it seems to be the least loved and most overlooked of the mastery principles? In this session Jess will explore these questions and aims to win you over to the potential of fluency developing activities via rich tasks. Jess is a Secondary Mastery Specialist and Lower School Maths Coordinator at Guildford County School.

Becky is Head of Maths at SJB and has been completing a part-time research degree over the last two academic years, exploring if Teaching for Mastery can be associated with a change in student assessment outcomes. The session will explore methods to assess the impact of Teaching for Mastery on student outcomes, arguing that rather than using experimental trials, quantitative observational methods using existing school data could be an effective way to detect change. The session will also consider practical implications for departments embedding Teaching for Mastery so they can pursue an evidence-informed approach.

In this interactive workshop, we will look at some of the unexpected discoveries in Maths that can demonstrate the beauty of the subject to students. As well as using Desmos Classroom to share ideas, we will also discuss some of the challenges of teaching A Level Maths and how they can be addressed. Delegates are invited to bring along their own favourite Maths discovery.

Adam is Head of Post-16 Maths at Salesian School, Chertsey, and works with the Maths Hub and other schools to develop pedagogy and curriculum. He is an MEI Associate and hosts local AMSP Network Meetings.

During this webinar specialist maths teacher Amanda Davey will help you recognise the signs that a child may have dyscalculia and understand the impact of dyscalculia on learning. She’ll then go on to explore a range of strategies and resources that can be used to build the confidence and skills of learners with dyscalculia.

Having qualified as a teacher in 1995, Amanda spent 17 years teaching across the whole of the primary age range (Early Years to Year 6). She then worked in Learning Support across Key Stages 1 to 4 in both independent and special schools, before retraining as a specialist dyscalculia teacher and assessor.

A session exploring different classroom strategies and activities to promote and develop mathematical thinking in our students. We'll discuss how to establish these skills in Key Stage 3, and how to develop and deepen them throughout Key Stage 4 and into Key Stage 5, particularly through use of questioning and modelling.

Teresa trained in the first cohort of Secondary Mastery Specialists and has worked with a number of schools over the past 6 years to introduce, establish and embed Teaching for Mastery in Maths Departments. She is currently Head of Maths at All Hallows Catholic School in Farnham.

The Maths Hub offer is constantly evolving and there are a whole host of new and exciting opportunities next year. In this brief final session we will give you information on the day.