Home Search Main Menu

Accelerating Maths Programme… Year 3

Course title:

Accelerating Maths Programme… Year 3

Location:

Various

Start date:

01/01/0001

Start time:

End time:

Who should attend:

Cost:

£

 

Accelerating Maths Programme… Year 3 Course Flyer

East Sussex Local Authority working with The Sussex Maths Hub Primary Lead Team and in collaboration with Newick TSA are offering the following CPD opportunities

Course

Date

Venue

Time

Course Code

 

Bar Modelling forUKS2/KS3

 

Wednesday 12 February 2020

Rye Community College

The Grove, Rye, TN31 7NQ

 

9.45am – 3pm

 

MA803

 

1)    Build it Draw it; Write it – Problem solving with Bar modelling. Bar models are central to teaching for mastery, drawing on the concrete pictorial abstract (CPA) approach to learning. Suitable for teachers in Upper KS2 and KS3

2)    Teachers’ content and pedagogical knowledge of the bar model in maths is essential if they want pupils to do well in reasoning and problem solving. This course will explore the progression of bar modelling across upper key stage 2and 3.Teachers will understand the progression of bar modelling, applied across all year groups from Y5 to Y9 by looking at the four operations in the context of number, fractions and linear algebra.

3)    Teachers will develop both their understanding of and teaching skills in using bar modelling as part of teaching for mastery across the different year groups from Y5 through to Y9. Teachers deepen their understanding of how bar modelling can support problem solving across the two key stages so they are confident to use them with the pupils theyteach.

4)    Led by LaurieJacques

 

2 Day Bar Modelling course KS1 and Lower KS2

Wednesday 04 March 2020 & Wednesday 18 March

2020

Rye Community College

The Grove, Rye, TN31 7NQ

 

9.45am – 3pm

 

MA804

 

  1. Build it, Draw it, Write it – Problem solving with Bar modelling. Bar models are central to maths mastery, drawing on the concrete pictorial abstract (CPA) approach to learning. Teachers’ content and pedagogical knowledge of the bar model in maths is essential if they want pupils to do well in reasoning and problem solving. This course will explore the progression of bar modelling Reception to Y6. Suitable for Maths Leads in primary schools or KS1 or Lower KS2 who intend to attend both days of thecourse
  2. Teachers will understand the progression of bar modelling, applied across all year groups from YR to Y6 by looking at the four operations in the context of number. Teachers will develop both their understanding of and teaching skills in using bar modelling as part of teaching for mastery across the different year groups from YR through toY4.
  3. Teachers deepen their understanding of how bar modelling can support problem solving across the YR to lower KS2 so they are confident to use them with the pupils they teach.
  4. Led by LaurieJacques

Bar Modelling KS1 and Lower KS2

Monday 16 March 2020

Rocks Park Primary School

Lashbrooks Road, Uckfield, TN22 2AY

9.45am – 3pm

MA805

 

  1. KS1 and Lower KS2: Build it, Draw it, Write it – Problem Solving with Bar Modelling. Bar models are central to maths mastery, drawing on the concrete pictorial abstract (CPA) approach to learning. A good understanding of how to use the bar model in maths and different bar modelling techniques is essential if you want pupils to do well in their reasoning and problem solving. This course looks at the progression of bar modelling from Year 1 to Year 4 while also offering some content that takes teacher beyond Year 4 for their own subjectknowledge.
  2. Teachers develop both their understanding and skill in teaching using the bar model as part of maths mastery lessons across thedifferent year groups from Year 1 through to Year 4.Teachers   understand the progression of bar model representations that can be applied across year groups by looking at the four operations andfractions.
  3. Teachers deepen their understanding of how to teach bar modelling to support problem solving across KS1 and LKS2. They are confident in teaching how to apply bar models in solving problems across different year groups.
  4. Lead by Miriam Rhine

 

Bar Modelling Key Stage 2

 

Monday 30 March 2020

Rocks Park Primary School

Lashbrooks Road, Uckfield, TN22 2AY

 

9.45am – 3pm

 

MA806

 

  1. Key Stage 2: Build it, Draw it, Write it – Problem Solving with Bar Modelling. Bar models are central to maths mastery, drawing on the concrete pictorial abstract (CPA) approach to learning. A good understanding of how to use the bar model in maths and different bar modelling techniques is essential if you want pupils to do well in their reasoning and problem solving. This course looks at the progression of bar modelling from Year 3 to Year6.
  2. Teachers develop both their understanding and skill in teaching using the bar model as part of maths mastery lessons across the different year groups from Year 3 through to Year 6. Teachers understand the progression of bar model representations that can be applied across year groups by looking at the four operations. Teachers understand how to apply bar models to other concepts such as fractions andratio.
  3. Teachers deepen their understanding of how to teach bar modelling to support problem solving across KS2. They are confident in teaching how to apply bar models in solving problems across different yeargroups.
  4. Lead by Miriam Rhine

 

 

 

 

 

 

 

 

 

 

Subject Knowledge Enhancement for Teachers of Year 3&4 A 3 day course

Day 1 – Tuesday 14 January 2020

Broad Oak Community Primary School

Scotsford Road, Broad Oak, Heathfield, TN21 8UD

1.30pm – 4.30pm

MA800

1)    The first day of a course for Primary teachers in years 3 and 4 who would benefit from developing their knowledge and understanding of the mathematics curriculum to support effective teaching and learning in theirclassrooms.

2)    To develop their mathematical subject knowledge to support effective teaching and learning in years 3 and 4 using the NCETM spines and other resources; to deepen and extend their own subject knowledge in mathematics; explore key strands of the primary mathematics curriculum and consider the implications for teaching andlearning;

3)    Teachers will understand children’s expected progression in the different strands of the primary mathematics curriculum; know a range of ways to support children to develop an understanding of the different strands ofmathematics.

4)    Gap tasks will be set. Course leader: Sarah Sipula

Day 2 – Tuesday 28 January 2020

Broad Oak Community Primary School

Scotsford Road, Broad Oak, Heathfield, TN21 8UD

1.30pm – 4.30pm

AS ABOVE

1) The second day of a course for Primary teachers in years 3 and 4 who would benefit from developing their knowledge and understanding of the mathematics curriculum to support effective teaching and learning in their classrooms.

Day 3 – Tuesday 25 February 2020

Broad Oak Community Primary School

Scotsford Road, Broad Oak, Heathfield, TN21 8UD

1.30pm – 4.30pm

AS ABOVE

1) The final day of a course for Primary teachers in years 3 and 4 who would benefit from developing their knowledge and understanding of the mathematics curriculum to support effective teaching and learning in their classrooms.

 

 

 

 

 

 

 

 

Subject Knowledge Enhancement for Teachers of Year 3&4

Day 1 – Tuesday 21 January 2020

Rocks Park Primary School

Lashbrooks Road, Uckfield, TN22 2AY

1.30pm – 4.30pm

MA807

1)    Thefirst dayof acourseforPrimaryteachers inyears3and4whowouldbenefitfrom developingtheirknowledgeandunderstanding ofthemathematics curriculum to support effective teaching and learning in theirclassrooms.

2)    To develop their mathematical subject knowledge to support effective teaching and learning in years 3 and 4 using the NCETM spines and other resources; to deepen and extend their own subject knowledge in mathematics; explore key strands of the primary mathematics curriculum and consider the implications for teaching andlearning;

3)    Teachers will understand children’s expected progression in the different strands of the primary mathematics curriculum; know a range of ways to support children to develop an understanding of the different strands ofmathematics.

4)    Gap tasks will be set. Course leader: Sarah Sipula

Day 2 – Thursday 06 February 2020

Rocks Park Primary School

Lashbrooks Road, Uckfield, TN22 2AY

1.30pm – 4.30pm

AS ABOVE

1) The second day of a course for Primary teachers in years 3 and 4 who would benefit from developing their knowledge and understanding of the mathematics curriculum to support effective teaching and learning in their classrooms.

Day 3 – Thursday 27 February 2020

Rocks Park Primary School

Lashbrooks Road, Uckfield, TN22 2AY

1.30pm – 4.30pm

AS ABOVE

1) The final day of a course for Primary teachers in years 3 and 4 who would benefit from developing their knowledge and understanding of the mathematics curriculum to support effective teaching and learning in their classrooms.

Stem Sentences (EAST)

Monday 03 February 2020

Broad Oak Community Primary School

Scotsford Road, Broad Oak, Heathfield, TN21 8UD

9am – 3pm

MA801

1)    Stem Sentences, Generalisations and Definitions: Mathematical language as a structure to support learning and conceptualunderstanding.

2)    This one-day course, newly developed by the primary mastery specialist teamwill:

o   Provide a rationale for this aspect of teaching for mastery inmathematics

o   Ensure participants understand the difference between stem sentences, generalisations anddefinitions

o   Ensure participants understand the difference between stem sentences, generalisations anddefinitions.

3)    Participants are able to demonstrate the power of stems sentences and generalisations in conceptual understanding and depth for all. Participants will develop the confidence and skills to use language more effectively in their own classrooms and across theirschools.

4)    Course leaders, Mastery Co-Leads: Katrina Pounder and Emma Gale

 

 

Stem Sentences (CENTRAL)

Wednesday 01 April 2020

Manor Primary School

Downsview Crescent, Manor Estate, Uckfield, TN22 1UB

9am – 3pm

MA808

1)    Stem Sentences, Generalisations and Definitions: Mathematical language as a structure to support learning and conceptualunderstanding.

2)    This one-day course, newly developed by the primary mastery specialist teamwill:

o   Provide a rationale for this aspect of teaching for mastery inmathematics

o   Ensure participants understand the difference between stem sentences, generalisations anddefinitions

o   Ensure participants understand the difference between stem sentences, generalisations anddefinitions.

3)    Participants are able to demonstrate the power of stems sentences and generalisations in conceptual understanding and depth for all. Participants will develop the confidence and skills to use language more effectively in their own classrooms and across theirschools.

4)    Course leaders, Mastery Co-Leads: Katrina Pounder and Emma Gale

 

Assessment and Greater Depth (EAST)

 

Monday 13 January 2020

Broad Oak Community Primary School

Scotsford Road, Broad Oak, Heathfield, TN21 8UD

 

9.30am – 3pm

 

MA802

 

1)    A newly developed one day module with follow up twilight on Assessment & Greater Depth that will enable colleaguesto:

2)    Develop regular accurate assessment that drives the future teaching programme; demonstrate that are they able to plan coherent lessons that reflect assessment information gained to allow all children to have success in theirlessons;havestrategiestoensurethatchildrenaregivingclear explanations of mathematical ideas and that they have opportunities to reason at a greater depth and show their understanding in future assessments

3)    Set exercises for children that allow the children to explore their depth of understanding; enhance mathematics subject knowledge with a particular emphasis on progression and greater depth within key areas of mathematics; understand the key principles to deliver overall effective teaching, planning and assessment which support children to work and be accurately assessed at greater depth within a teaching for mastery approach.

4)    Course leaders: Jenny Stratton (Sussex Maths Hub Primary Lead) & Sarah Sipula (SLE , Mastery Readiness Lead and Director of Newick TSA)

Assessment and Greater Depth (CENTRAL)

Thursday 30 January 2020

Newick CE Primary School

Allington Road, Lewes, BN8 4NB

9.30am – 3pm

MA809

1)    A newly developed one day module with follow up twilight on Assessment & Greater Depth that will enable colleaguesto:

2)    Develop regular accurate assessment that drives the future teaching programme; demonstrate that are they able to plan coherent lessons that reflect assessment information gained to allow all children to have success in theirlessons;havestrategiestoensurethatchildrenaregivingclear explanations of mathematical ideas and that they have opportunities to reason at a greater depth and show their understanding in future assessments

3)    Set exercises for children that allow the children to explore their depth of understanding; enhance mathematics subject knowledge with a particular emphasis on progression and greater depth within key areas of mathematics; understand the key principles to deliver overall effective teaching, planning and assessment which support children to work and be accurately assessed at greater depth with in a teaching for mastery approach.

4)    Course leaders: Jenny Stratton (Sussex Maths Hub Primary Lead) & Sarah Sipula (SLE , Mastery Readiness Lead and Director of NewickTSA

Assessment and Greater Depth Twilight Review

Thursday 02 April 2020

Newick CE Primary School

Allington Road, Lewes, BN8 4NB

4pm – 5.30pm

MA810

1)    A catch up on how things are progressing and a review of any gap tasks.

2)    Share good practice and solve any problems that have arisen.

3)    Further develop confidence of teachers in going forward with developing their skills problem solving.

4)    Course leaders: Jenny Stratton (Sussex Maths Hub Primary Lead) & Sarah Sipula (SLE , Mastery Readiness Lead and Director of Newick TSA)

New to Maths Subject Leadership

16th January 2020

Manor Primary School

Downsview Crescent, Manor Estate, Uckfield, TN22 1UB

9.30am – 3.30pm

MA811

1)    This course is designed for new / newer maths leaders to develop their skills in understanding their role more deeply, particularly with regard to the intent, implementation and impact of maths in theirschool.

2)    Maths leaders will be guided to analyse their action plan, their school's vision for mathematics, and the curriculum their children and staff will follow, and how to engage key stakeholders (staff, including senior leaders, children, parents and carers, governors) with these aspects ofmaths.

3)    Maths leaders will return to their schools with actionable ideas relating to their action plan, maths vision, curriculum, monitoring andwebsite.

4)    Pre-course tasks – ensure that maths action plan, vision for maths, and curriculum are in at least draft form, to be brought to the training session. Maths leaders should also have knowledge of the overall school vision and key aspects of the school development plan. The course is being led by James Collinson, an NCETM Primary Teaching for Mastery specialist and NCETM PDLead.

 

Click here to contact us Share
Facebook Twitter Google Plus Email

Keep up to date with our latest News and Tweets

View All News

Tuesday, October 17, 2017 10:29 AM

Safeguarding Training in Schools

Read more