Jurassic Maths Hub Summer Conference - 1st July · PDF fileJurassic Maths Hub Summer Conference ... if we add 5% to the length. ... Action Plan 2015 – 2016 National Collaborative

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Jurassic Maths Hub Newsletter Issue 6, July 2015

Covering Devon, Dorset, Somerset and Wiltshire

Summer Conference 1/2

Feedback re the Jurassic Maths Hub Summer Conference

Maths and Art Workshop 3

Report by Donna Roughton on recent workshop for Gifted and Talented led by Simon Thomas

Action Plan 2015/2016 6

Full details of all Projects and Work Groups for 2015/2016

Here is what you told us about the conference.......

“The opening from Debbie Morgan and Dame Celia Hoyles set the themes and anchored all the sessions”.

“Great range of workshops - nice balance of listen/activity”.

“Well presented workshops. Very approachable leaders. Handouts were great”.

“Useful insights into what’s working well in other schools”.

“I enjoyed meeting teachers who have worked on National Projects and sharing their ideas”.

“Smaller workshops groups allowed for questions and discussions”.

“Food and drink was fabulous. The rooms were cool and comfortable. The key note speakers were interesting”.

“Being able to select from a wide range of workshops offering practical advice

Jurassic Maths Hub Summer Conference - 1st July 2015

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Jurassic Maths HubSummer Conference (Contd.)

Neil VincentJurassic Maths Hub Lead

The Jurassic Maths Hub hosted its first conference last week and we were delighted with the buzz during the day. To have 150 delegates from across the region, across all phases was really positive.

When visiting the different workshops it was great to hear so much talk about maths – what was being discussed and what it would look like in the classroom – and also to see lots of participation in the various activities. It can be very daunting to run a workshop and showcase the work you have being doing to other teachers so thank you once again to the presenters.

The three key note speakers also gave us much to think about. Dame Celia Hoyles stressed the importance of logical thinking and the need for teachers to provide interesting scenarios for students to test and reason their understanding, whether this is by paper based problems, role play, games or digital means. Celia also modelled the use of multiple representations so that students can be challenged as to the depth of their understanding.

Debbie Morgan presented the mastery approach for teaching the new National Curriculum and how it supports the aims of fluency, reasoning and problem solving. She highlighted the key components of this approach being less content, greater depth, the class working together and

longer time on each topic. She recognized the challenges around assessment and guidance is due to be published imminently.

The plenary session by Tony Gardiner provoked much discussion starting from mathematical prompts that challenged our thinking about the structure of number and how we facilitate students to make the connections in depth so that they have a basis for algebraic reasoning. Tony also emphasized that what we teach is only part of a student’s continuum of mathematical experience.

At the conference I also shared the action plan of work groups for this year. The summary can be found later in the newsletter. The majority of work groups are open to all but many have lesson study projects embedded which are for a limited number of teachers so that they are manageable. Please get in touch with the named leader or Gilly Warr at [email protected] should you wish to find out more.

Finally, congratulations to Caroline Ainsworth (Stockland), Victoria Morris (Weymouth), Kara Hartland (Barnstaple), and Helen Edwards (Tiverton) who were successful in being selected as the Primary Maths Mastery Specialist Teachers for our Hub as part of the new national project.

Here is a popular logic problem that Celia shared at the conference. Enjoy the summer.

Albert and Bernard have just become friends with Cheryl, and they want to know when her birthday is. Cheryl gives them a list of 10 possible dates.

May, 15th, May 16th & May 19thJune 17th & July 18thJuly 14th & July 16thAugust 14th, August 15th & August 17th.

Cheryl then tells Albert and Bernard separately the month and the day of her birthday respectively.

Albert: I don’t know when Cheryl’s birthday is, but I know that Bernard does not know too.

Bernard: At first I don’t know when Cheryl’s birthday is, but I know now.

Albert: Then I also know when Cheryl’s birthday is.

So when is Cheryl’s birthday?

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Maths and Art Workshop

Report by Donna RoughtonHead of Maths at Plymouth High School for Girls

On Thursday the 25th June, over 70 students from primary and secondary schools from across Plymouth gathered for two workshops at Stoke Damerel Community College lead by sculptor Simon Thomas. The aim of the day was to engage students with mathematics through the medium of art.

This project funded by the Jurassic Maths hub was designed to enrich Gifted and Talented Mathematicians at key stages 2 and 3.

The day ws led by Simon Thomas a local sculptor based in Cornwall, known locally for his New Celtic Cross on the Saltash side of the Tamar Bridge. Simon is a pioneer of the art/science forum and is highly regarded for his research in the underlying patterns found in nature and how maths is a vital part in many of his sculptural designs.

The day began with a talk from Simon on his own artwork and how it has been influenced by nature. He spoke about the design process for his sculptures and how he has explored mathematics in terms of creating

curves and proportion in his work. Simon spoke of his own maths background whilst at school and how his thirst for knowledge in the fields of science and maths has grown since exploring and developing his sculptural designs. Simon said “My creativity is stimulated by a programme celebrating the mathematical wonder of nature”.

The students aged from 9 to 12, then took part in two workshops. The first workshop saw students having to build the tallest tower from straws using the principles of the exponential function and their knowledge of percentages.

Students first had to create a ring of same length straws. Calling this ring “A”. They then had to re-create the same ring of straws, but this time shorten the lengths by a 5%. Call this ring “B”. Students now had two straw rings; ring “B” being 5% shorter in spar length than the first ring “A”.

Students then continued creating new rings which diminish in this way. So, for ring “C” subtract 5% from the spar length of ring “B”…and so on (until eventually the spar lengths are too short for the nodes to fit into).

Then students had to construct the tower itself. They had to join the rings in layers with “spacer rods”. These spacer rods grew in length by a percentage between each diminishing ring level (5% once again).

So…if we refer to the first spacer rod lengths as length “A” it is possible to cut the length of the next set of Spacers (referred to as “B”) if we add 5% to the length.

Add 5% to the length of spacer “B” to create the length of spacer “C” and so on. Do this between every level of straw rings.VOILA!...You have created an Exponential Tower!

Students explored towers with different shaped bases, some started with squares, others with pentagons or triangles.

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The second workshop saw students constructing fractals from clay. Fractals are infinitely complex patterns that are self-similar across different scales. They are created by repeating a simple process over and over in an ongoing feedback loop. Students were instructed to produce a sculpture based on these principles.

The image above shows a fractal sculpture Simon had recently made. He used wooden balls diminishing in size at every level, scaling its self similar nature. Each ball had four balls joined to it, one larger at its base, with three smaller balls sprouting above; and so on.

The task set to the students was to make a fractal form with the clay provided. They were told to develop a sculpture using their own values; choosing a number progression, shape of elements, and the rate of change in size at each level.

Students were enthused by the workshops and left saying “wow, maths is a lot more fun that I thought it was”.

Dawn Dyer from Stoke Damerel said, “the opportunity to explore wider concepts in mathematics fits perfectly with the new curriculum and the vision of mathematics at Stoke Damerel”

The day ended with a session lead by Simon for teachers at KS2, 3 and 4.

Simon talked about his art work, how his interest in maths and science had developed through his sculptural designs. He also spoke about being creative and inventive in his sculpture which had then led him to rediscover elements of his maths and science education.

Simon explained how we could use some of his ideas/sculptures in our lessons.

The “Ross Spiral”, nautilus shell when teaching Fibonacci:

How you can illustrate the bees hexagon structure with coins:

How we can use his art work “hypercone” at Anthony House, Torpoint when teaching circles.

Simon also talked about what he can offer schools in terms of his workshops. More information can be found at : http://www.simonthomas-sculpture.com/

Simon concluded his day hoping that the students and staff he had worked with all went away thinking “Wow…life is a bit more interesting than I thought it was”.

Kate Buck from Pilgrim Primary said “This day provided an excellent opportunity to show maths in a different way. All the children left feeling inspired and eager to explore themselves.”

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In the delegates’ packs distributed at the recent Jurassic Maths Hub Summer Conference we included a reminder of the current priorities for the Maths Hub Programme as outlined by NCETM together with a copy of the Action Plan for 2015/2016.

These documents are reproduced here for information purposes.

Current priorities for the Maths Hub Programme as outlined by NCETM

The Maths Hubs programme will work with schools, colleges and other partners to achieve the following current priority outcomes:

1. Increasing supply of specialist teachers of mathematics (including primary, secondary convertors, Post-16)

2. Developing specialist subject knowledge of teachers of mathematics (all phases and including particular areas)

3. Developing pedagogical knowledge of teachers of mathematics (especially understanding of mastery pedagogy and Shanghai & Singapore pedagogy)

4. Improving quality of mathematics teaching practice (including the move from good to outstanding)

5. Supporting teachers to address new curriculum and qualifications (including 2014 National Curriculum; new GCSE; Core Maths)

6. Improving quality of curriculum resources and activities (especially to support mastery teaching)

7. Increasing access to wider curriculum offer (especially Core Maths and Further Maths)

8. Improving supply and developing specialist leadership knowledge of mathematics subject leaders

9. Improving quality of and access to mathematics enrichment experiences

The intention behind focusing on these current priority school/college outcomes is that they will in turn support the achievement of the following priority pupil outcomes:

10. Increased progress and achievement in primary and secondary (including sustained progress through transition phases)

11. Reducing the gap in achievement between disadvantaged pupils and others

12. Increased participation in level 3 Mathematics (including A-level Maths and Further Maths and Core Maths)

13. Reducing the gap between girls’ and boys’ participation in level 3 Mathematics

14. Developing confidence (can-do attitude) and resilience in learning mathematics

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Jurassic Maths HubAction Plan 2015 – 2016

National Collaborative Project Work Groups

NCP1a: ON-GOING PROJECT

England-China Education Research and Innovative Project(Shanghai Teacher Exchange – Primary)

Priorities: Developing specialist subject knowledge of teachers of mathematics; Developing pedagogical knowledge of teachers of mathematics (especially understanding of mastery pedagogy and Shanghai pedagogy); Increased progress and achievement in primary (including sustained progress through transition phases).

Work Group Leaders/ Annabelle Grose, St Michael’s Primary School, Lyme RegisFacilitators: Carly Ellis, The Redstart Primary School, Chard

NCP1b: NEW PROJECT

England-china Education Research and Innovative Project (Shanghai Teacher Exchange – Lower Secondary (Years 7 and 8)

Priorities: Developing specialist subject knowledge of teachers of mathematics; Developing pedagogical knowledge of teachers of mathematics (especially understanding of mastery pedagogy and Shanghai pedagogy); Increased progress and achievement in primary (including sustained progress through transition phases).

Work Group Leaders/ Claire Hill, Twynham School Facilitators: Carl Morris, Purbeck School

NCP2: ON-GOING PROJECT

Mastery pedagogy for primary mathematics 2: Use of high quality textbooks (linked to Singapore) to support teacher professional development and deep conceptual and

procedural knowledge for pupils

Priorities: Developing pedagogical knowledge of teachers of mathematics (especially understanding of mastery pedagogy and Shanghai & Singapore pedagogy)

Work Group Leader/ Katharine Anstey, St John’s First School WimborneFacilitator:

NCP3: ON-GOING PROJECT

Increasing participation in level 3 maths post-16

Priorities: Increasing access to wider curriculum offer (especially Core Maths and Further Maths); Increased participation in level 3 Mathematics (including A-level Maths and Further Maths and Core Maths); Reducing the gap between girls’ and boys’ participation in level 3 Mathematics

Work Group Leaders/ Georgina Wallace-Walton, Purbeck SchoolFacilitators: Jo Sibley, FMSP area coordinators Tom Rainbow, Core Maths Lead

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NCP4: NEW PROJECT

Developing mathematical reasoning in KS3

Priorities: Developing pedagogical knowledge of teachers of mathematics Supporting teachers to address new curriculum and qualifications Improving quality of curriculum resources and activities Increased progress and achievement in secondary

Work Group Leader/ Bridget Culver, Uffculme SchoolFacilitator:

NCP5: NEW PROJECT

Primary Mathematics Teaching for Mastery Specialists Programme

Priorities: Developing specialist subject knowledge of teachers of mathematics (all phases and including particular areas); Developing pedagogical knowledge of teachers of mathematics (especially understanding of mastery pedagogy and Shanghai & Singapore pedagogy)

Work Group Leader/ The four selected mastery specialists will each lead a pilotFacilitators: TRG in the spring and summer terms

Locally Designed Work Groups

Unlocking Children’s Maths Potential (Growth Mindset in Mathematics)

Led by: Ruth Trundley, Devon LDP

Developing the Mastery approach in multi-age classrooms

Led by: Ruth Trundley, Devon LDP

Developing pedagogical knowledge of teachers of mathematics to support improvement in progress and achievement: Dorset Maths Matters

Led by: Jennie Fellowes (Strategic Lead for Maths Matters, Mathematics Advisor, MaST Trainer and NCETM CPD lead) and Katharine Anstey (Strategic Lead for Maths Matters, Deputy Headteacher and Teaching School Leadership Team

Developing the mastery approach and pedagogical knowledge through inquiry groups focused on using Cuisenaire rods to deepen conceptual understanding of the structure

of mathematics

Led by: Caroline Ainsworth, Stockland Primary School

Developing the mastery approach and pedagogical knowledge through inquiry groups on using Numicon to deepen conceptual understanding of the structure of

mathematics

Led by: To be confirmed after the meeting of the Dorset School Improvement Board

Raising Post-16 Participation(This also includes NCP3 as shown above)

Supporting teachers to address the new curriculum and qualifications of Core Maths

Led by: Richard Perring, South Dartmoor Community College

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New CurriculaDeveloping approaches to meet the new GCSE curriculum

Led by: Gordon Davis, Colyton Grammar School

Reasoning(This also includes NCP4 as shown above)

Developing pedagogical knowledge of teachers of mathematics: Multiplicative reasoning lesson study

Led by: Claire Hill, Twynham School

Developing the pedagogical knowledge and understanding of teachers to enable their students to develop their ability to reason and problem solve effectively

Led by: To be confirmed after meeting of the Jurassic Teaching Schools Board – supported by nrich

LeadershipImproving supply and developing specialist leadership knowledge of Secondary

Mathematics Subject Leaders

Led by: Devon – Sue Madgwick and Richard Perring Dorset – Maths Lead and Richard Perring Somerset – Heathfields Teaching School, supported initially by Richard Perring

Improving supply and developing specialist leadership knowledge of Primary Mathematics Subject Leaders

Led by: Devon – Ruth Trundley Dorset – Jennie Fellowes Somerst – Ruth Trundley/Jennie Fellowes

The PD Lead Support Programme (Secondary)

Led by: Two existing NCETM Accredited PD leads

Develop approaches to teaching Key Stage 5

Led by: Jo Sibley, FMSP

For further details on any of the above projects, contact, the Jurassic Maths Administrator, Gilly Warr, who will be pleased to help you – email [email protected]. You can also access the Jurassic Maths Hub website at www.jurassicmaths.com.

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Professor Peter Dudley is often seen as the person

who has introduced Lesson Study (LS) to the

UK. He conducted his first lesson study in 2001 and later ran the national Lesson Study pilot from 2003-5.He has conducted extensive research on LS at

the University of Cambridge and promoted

professional learning through LS in thousands of schools during his 4 years

as Director of the government's Primary

National Strategy.

For further information about Professor Dudley

and Lesson Study visit

www.lessonstudy.co.uk

For further information about the conference contact [email protected]

For bookings visit

schools.dorsetcpd.co.uk/cpd

Improving Maths in Dorset ‘Light the Spark event!’

Lesson Study Conference: An introduction to Lesson Study

Led by Professor Peter Dudley

Wednesday 7th October, 2015

9.00 - 15:30

Kingston Maurward College,

Dorchester, DT2 8PY Cost: £140 per delegate to include all course materials and refreshments.

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Dates forSubject Leaders Meetings:

Devon and Dorset

Important dates for diary dates:The Dorset Maths Subject Leaders Meetings for next year will be held at Kingston Maurward on the following dates:

Wednesday, 18th November 2015Thursday, 17th March 2016

Wednesday, 22nd June 2016

The Devon Maths Subject Leaders Meetings will be held at The Tiverton Hotel on the following dates:

Thursday, 26th November 2015 (Pete Griffin 0f NCETM will bein attendance at this meeting, exploring his idea of Mastery)

Wednesday, 16th March 2016Thursday, 2rd June 2016

Further information on how to book a place for these meetings, together with the agenda, will follow nearer the time.

CPD Information from Babcock International

re Subject Leaders Briefings

The dates for Subject Leader briefings are:5th November 2015 - Great Torrington 6th November 2015 -Plympton 12th November 2015 -Exminster 12th November 2015 - Buckfastleigh 13th November 2015 - TivertonTBA - Taunton Any questions or enquiries to [email protected]

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CPD Opportunities

All of these courses can be run for individual schools, clusters of schools and learning communities. For further details please contact: [email protected]

CPD Opportunities related to intervention in maths - supporting children to ‘close the gap’ and ‘keep up’ Autumn Term 2015

Course Date Venue Aims Success at Arithmetic: Calculation

15th September (and 21st September, 4th November, 10th February)

Exeter Maths intervention for teacher and TA

Success at Arithmetic: Number sense

15th September (and 23rd September, 3rd November, 9th February)

Exeter Maths intervention for teacher and TA

From Counting to Calculating

17th September, 30th September, 11th November & 11th December.

Exeter Maths intervention for Teacher and TA

Talk for number 2nd October (also 23rd October and 27th November)

Exeter Intervention training for Teacher and TA: pupils in Y3/4 to support mathematical language

Fair and Equal 9th September (and 16th September, 14th October, 6th November and 10th December)

Exeter Teachers and TAs: Training in multiplicative reasoning linked to flexible materials which can be used for immediate intervention during teaching sequences or as a “catch up” programme

Making a Difference 7th September (and 14th September, 12th October,16th December)

Great Torrington

Teachers and TAs: Training in additive reasoning linked to flexible materials which can be used for immediate intervention during teaching sequences or as a “catch up” programme

10th September (and 13th October, 9th December

Exeter

CPD Opportunities – related to subject and pedagogical knowledge - Autumn Term 2015

Course Date Venue Aims Subject Leader briefings 5th November Great Torrington Updates for Subject Leaders,

exploring current developments in mathematics.

6th November Plympton 12th November Exminster 12th November Buckfastleigh 13th November Tiverton TBA Taunton

Maths training for Teaching Assistants - developing the use of the connective model and questioning

1st October Tiverton Teaching Assistant training and professional development.

Teaching and assessing maths through rich learning experiences in KS1

4th November

Exeter Teachers, Subject Leaders and Teaching Assistants

7th December Great Torrington Teaching and assessing maths through rich learning experiences in Y3/4

5th October

Exeter Teachers, Subject Leaders and Teaching Assistants

4th December Great Torrington

Teaching and assessing maths through rich learning experiences in Y5/6

2nd October Exeter Teachers, Subject Leaders and Teaching Assistants 2nd December Great Torrington

Making sense of mastery in maths in KS1

2nd November Exeter Teachers and Subject Leaders

Making sense of mastery in maths in KS2

26th November Exeter Teachers and Subject Leaders

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Dorset Mathematics Developing a Self-Improving System

Developing Maths Team

‘Getting to Good’

Developing Leadership and Management

Improving Maths Team

‘Consistently Good’

Improving Mathematic

Pedagogy

Outstanding Maths Team

‘Getting to Outstanding’

Evolving Self-Improving

Teacher led Action Research

Your school is likely to: be a school with an area of

attainment or progress in mathematics as significantly below the national.

have been identified by the LA as a School Causing Concern.

need to develop leadership of Governors, SLT and the Maths lead to ensure you can identify appropriate actions and monitor and evaluate the impact on learning.

have teachers who require improvement.

Possible Actions: Improve the Leadership and

Management of Mathematics. Ensure all Teaching and Learning

of mathematics is good or better Without the effective leadership of mathematics no improvement, however ground breaking, will have maximum impact. The majority of opportunities here focus on leadership and management. There are also opportunities to improve generic teaching and learning before focusing on teaching and learning of mathematics.

The Dorset School Improvement Partnership recognises mathematics as a high priority in Dorset and fundamental to this is developing a self-improving system. We need to ensure all schools in Dorset have access to opportunities to develop teaching and learning in mathematics. In addition we need our outstanding schools to be at the forefront of new discoveries in mathematics. With this in mind we have worked with teaching schools and other providers to develop three pathways to accessing the right opportunities for schools in Dorset depending on the stage of development of the team of mathematics teachers. We now have over 50 opportunities for you to choose from and full details have been sent out to Dorset Headteachers in June and will be available on the Jurassic Maths Hub Website.

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Your school will need to have: effective leadership of

Governors, SLT and the Maths lead who can identify appropriate actions and monitor and evaluate the impact on learning.

Your school is likely to: have mathematics improvement

which has stalled. No matter how many interventions you put in place achievement in mathematics does not improve significantly.

have teachers who are not yet consistently good.

need to improve pedagogy.

Your school is likely to: be a school with an area of

attainment or progress in mathematics as significantly above the national.

to be a school who has been involved in projects but never led an action research project.

have a or want to develop a MaST teacher or one in your partnership of schools.

want to be discovering better ways to teach mathematics.

Possible actions: Develop Teacher Led Research in

mathematics. Develop a PD lead for mathematic

in your partnership. As we know the day after you get to outstanding the world has moved on and you are ‘getting to outstanding’ again. The only way to stay at the top is to keep discovering. (Before someone else does!) Your school will have lots of its own ideas to explore and may only need the support of an Advisor or SLE as a guide.

Possible Actions: Improve the pedagogy of

mathematics so that teaching is consistently good or better.

Improve the impact of interventions in mathematics.

Opportunities here will be focused on developing pedagogy. There will be ‘light the spark’ events which link with Lesson Study as a vehicle to embed your schools new practice. This will give your school the opportunity to be involved in national and local projects and be able to see practice in other schools. There are also CPD opportunities for teachers, TAs and parents.

For your own copy or more information contact Heidi Whitney [email protected] .

Once funding has been agreed for a project the process for claiming funds allocated is as follows.

An invoice should be raised and forwarded to the Hub Administrator, Gilly Warr at [email protected].

This invoice should be accompanied by an Audit Trail Sheet which should provide a breakdown of how the monies have been spent. A sample is shown overleaf.

If the fund is for a CPD project the Lead School should submit an invoice, with an accompanying Audit Trail Sheet which will show how the funding is being shared by the schools involved in the project.

The total sum will be paid to the Lead School who will then re-imbure the other schools involved in the project. As soon as an invoice and Audit Trail Sheet is received, payment to the Lead School will be processed.

Travel Expenses:

If travel expenses are to be claimed the mileage rate is 45p per mile and again this should be recorded on an Audit Trail Sheet which indicates the project, the journey and the mileage being claimed. A petrol receipt, showing VAT is also required and this must be dated the day of travel or immediately beforehand. The amount of petrol purchased does not have to exactly match the length of the journey.

Or visit the Jurassic Maths website at www.jurassicmaths.com for full details.

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JURASSIC MATHS HUB AUDIT TRAIL - Expenditure Log

School:Project:Form completed by:

Role:

Grant

Date of Spend Amount

Resources:

Supply:

Hospitality:

Other:

Total:Please return to Gilly Warr, Jurassic Maths Hub Administrator at [email protected]

Reason for Spend (please itemise all expenditure under the relevant heading )

Photocopying/Reprographics:

Travel Expenses:

Stationary/Sundries:

Please list below the full breakdown of costs relating to items/activities that have been incured as part of the project (Insert additional rows as required )

Date Paid

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Opportunity to Participate in International Trial with Jo Boaler

At the recent Babcock LDP subject leader meetings we shared information about the Week of Inspirational Maths materials being produced by youcubed. There is now an opportunity for schools in the South West, who plan to use these materials, to be part of a UK group providing information/feedback to Jo Boaler. Lynn Churchman, Director of Education National Numeracy, is linking with Jo as part of this project. Details of how to be involved are attached; the closing date to register is July 13th. it would be really good to have lots of teachers in the South West participating in the trial and we will have an opportunity to discuss the trial at the next subject leader meetings. If you have any questions, do contact me: [email protected]

Opportunity to participate in a local project focussed on ‘Unlocking Children’s Maths Potential’: the first step to a mastery approach to mathematics.

One of the principles underpinning the National Curriculum is that all children can learn. Jo Boaler has written extensively about how all children can learn mathematics and this is an opportunity to be involved in an action research project based on Boaler’s research and a previous action research project which took place locally during the spring term.

Participants will be supported to focus on developing mathematical communities in their classrooms which are underpinned by growth mindset. There will be a choice of areas to explore and regular meetings to support the ongoing research. The project will run across autumn and spring terms and will be structured as follows:

• Attend a project launch day (September 24th) where research findings will be explored and participants supported to identify their own research questions and starting point for the research.

• A repeated sequence (five times) of planning changes in the classroom, putting them into action and reviewing them; for each of these participants will be expected to work together and visit each other. A maths adviser will join an early visit to support the work. Each of the sequences will be followed by an afternoon meeting together to share research progress and findings

• Participants contribute to a symposium at the end of the project and prepare a short paper on their research to be shared through the hub website.

Participating schools will each receive £700 towards supply costs (funded via the Jurassic Maths Hub). There will be a charge to participating schools of £250 for the expert input and support (launch, cluster meetings and visit) and for materials.

We have places for 12 schools to be involved; if you are interested please complete the application form and return to [email protected] by 20th July.

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Application to be involved inUnlocking Children’s Maths Potential

Name of School:

Please outline your reason for wanting to be involved in this research project. Please identify the member of staff who will be involved in your school; if you wish to involve more than one member of staff please indicate this on the form.

Staff to be involved:

Name: e-mail address:

Signed by: ____________________________________________________

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Dear Colleague A Week of Inspirational Maths – a special invitation from National Numeracy National Numeracy is currently partnering with Stanford University in America to offer schools who have previously demonstrated an interest in raising achievement in mathematics, a unique and exclusive opportunity to help trial and launch a new initiative in the UK. A Week of Inspirational Maths has been developed by Jo Boaler - Professor of Mathematics Education at Stanford University in America and co-founder of You Cubed. Jo has previously worked extensively in maths education, research and writing in the UK and Europe. Jo is passionate about developing a positive growth mind-set in maths and believes that anyone can be a successful mathematician with the right engagement and motivation. At National Numeracy, we share the same beliefs and ideas and have partnered with Jo to help deliver 7 key principles to change attitudes in UK schools and homes via this exciting new initiative.

A Week of Inspirational Maths aims to tackle negative viewpoints in the teaching and learning of mathematics by supporting teachers to deliver five lessons which have been planned in detail, specifically to target and address these poor attitudes at the very start of the academic year. Each lesson consists of a video and 1 or 2 activities, carefully designed to challenge and encourage learners to see mathematics as an interesting and visual subject that involves deep thinking and creativity.

Initial response and feedback from American schools has been amazing with comments such as:-

Further information about the initiative and your potential involvement can be found on the Question and Answer document attached to this letter.

We are hoping to engage at least one hundred teachers to trial this successful method within UK maths provision. Once you have offered your support, you will receive a unique code which will give you access to 5 lesson plans, including all videos and resources, for the first 5 maths lessons of the academic year. Additionally, you will receive membership to a specialist forum where you can find further support and share ideas, feedback and best practice with like-minded schools. All we ask in return is that you provide some feedback to help us assess the outcomes. We will provide you with a summary of collated data from all participating schools, combined with suggestions on practices, materials and styles that were most effective. If you think this will be of interest to one or more classes, or to the whole school, please complete the attached registration form and return it to:- [email protected] as soon as possible and by no later than Monday, 13 July 2015. Kind regards Lynn Churchman Director of Education – National Numeracy

“I really enjoyed today’s lesson! It was fun and I’m starting to like patterns more because of today. I never knew about this so it was cool to learn something new!”

Jo Boaler Professor of Mathematics

Stanford University

Lynn Churchman Director of Education National Numeracy

“I liked the activity because it stretched my thinking and my understanding of math”

“I never realized how math could be made so interesting besides the way it is usually taught… I will approach teaching math in a whole new light… I feel empowered and motivated to change how I teach this school year. You have taught me to look at math as an art and to teach it as such.”

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A Week of Inspirational Maths – Registration Form

Please complete the attached registration form and return it to:- [email protected]

as soon as possible and by no later than Monday, 13 July 2015.

Name of School: ______________________________________________________________ Address: ______________________________________________________________ Participating Teacher(s): ______________________________________________________________ E-mail: ______________________________________________________________ Tel: ______________________________________________________________ Alternative Tel: ______________________________________________________________ Please tick the relevant boxes We may be interested but would like more information first

We are very interested. What do we do next? Participating classes likely to be involved:- Number Year 4 Year 5 Year 6 Year 7 Year 8 Year 9

Thank you for your support

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SHEPTON MALLET

MATHS SUBJECT LEADER NETWORK MEETINGS

2015/16

Tuesday 20th October 2015 Thursday 25th February 2016 Monday 13th June 2016

1.30pm – 4.15pm Evercreech Primary School, Shepton Mallet

Email: [email protected] Primary Maths Adviser Accredited Numicon PD Training Consultant www.mathsknowhow.co.uk Introductory Yearly Subscription £150

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TAUNTON


2015/16

Thursday 15th October 2015 Tuesday 9th February 2016 Monday 20th June 2016

1.30pm – 4.15pm Venue to be confirmed.


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YEOVIL


2015/16

Monday 19th October 2015 Friday 26th February 2016 Tuesday 14th June 2016 1.30pm – 4.15pm

Preston Primary School – Yeovil, Somerset.


Documents

Jurassic Maths Hub Summer Conference - 1st July · PDF fileJurassic Maths Hub Summer Conference ... if we add 5% to the length. ... Action Plan 2015 – 2016 National Collaborative