Maths CPD Course - Faye Axelson

I have been on a subject knowledge and enhancement course- for teaching maths.

The course was held at the Bognor site for Chichester University. There are lots of candidates from the primary sector and only a handful from the secondary sector, which is fab as we got to have a very in depth session as secondary teachers and to address specific issues, also the course is being tailored to fit our needs.

The course is taught in phases, but we carry out some activities together as a cohort in order to see the progression of a concept and development of teaching ideas.

Today we looked the impact of the curriculum changes and began discussing how to address them.

We spent time looking at how we teach specific topics and how this can be adapted to fit with the new requirements.

I know I was concerned to see how literacy heavy and complex the new style exam will be, especially as this will be in effect for our current year 9.

One of the 1st questions on the foundation paper was …

“The sum of two consecutive integers is 48, what could the integers be ?”

This really made me think about the language I use- as I wouldn’t naturally throw the word consecutive at bottom set pupils, yet this is on the start of a sample foundation paper!

We looked at assigning values to base 10 as a numerical system, and looked at how this can be taught by looking at unrelated systems, and I learned why we have 60 second in a minute, and 60 seconds in an hour ( and that this system has been around for 3500 years)!

Amongst other things , we looked at how to teach multiplication and the new approved “single” methods which are expected as the preferred exam method, and how this will affect the year 7s coming up to us.

I have come back full of ideas, concerned about how best to prep my classes for what is a very different examination system, and with a head so full of stuff it feels about to explode (probably because we had to have a go at some mathematics tasks too!).

Next session we are looking at specific topics and practical applications for use in class and in assessment. I am really looking forwards to it, even the algebra!

Perhaps the best bit of the day  was,  I have learned that ducks can count.. to 4!

Faye

Maths Department Planning Day

MATHEMATICS DEPARTMENT PLANNING DAY

The department had it first planning day on the 23/9/14. The focus was to look at the four rules of number and plan out a progression of skills which the department would all teach to. This would allow us to have a consistent approach int terms of order of skills taught as well as a consistent approach to methods allowing for pupils to have a consistent experience across the five years.

It was an amazing opportunity to be given an entire day of lessons covered to talk as a maths team about our teaching and how children learn. We discussed opportunities to review and develop methods within the department to improve the understanding of our students. To ensure that methods of application and understanding are embedded in all of our students. The most exciting development was our new approach to teaching directed number across the school to all pupils. We believe that with this approach we will minimalise the misconceptions and difficulties in this topic.

We were also lucky enough to have a maths specialist from our local Junior School. Mrs Longhurst was very helpful in helping us develop strategies for our low attainers.
As a department this was an exciting and useful day, sharing ideas and collaborating as a team. Looking at how we can improve and develop within the department, developing ideas and executing these into our classes.

Not forgetting to thank our wonderful Master Baker, Mrs Williams, for the wonderful cakes - a different cake extravaganza for each lesson of the day.

Monday's Marvelous Idea - Maths Trail

The Maths Trail is a way of developing numeracy across curriculum areas. It also can be amended to form a recap or revision activity which is kinaesthetic, engaging and more subject specific.

The teacher creates a range of resources/posters which are placed around the room (see example below). On each poster is a question and also an answer to a question posed on another sheet. Students can work individually or in groups and start with a poster of their choice. They record the answer and then have to find the poster with that answer on and complete that question set and so on. This can develop numeracy in any subject where statistics or data is used. It can also be used to create subject specific questions and answers and makes a great revision activity.

For more information or an electronic copy of the below please email Simon Ralph