EYFS Teacher Standards Standard 3 Demonstrate good knowledge

EYFS Teacher Standards Standard 3: ‘Demonstrate good knowledge of early learning and EYFS’. maths@gillhaysham. co. uk

AIMS • EYFS Good Practice for mathematics • Explore NC 2014 and how this develops subject knowledge required • Understanding ‘Mastery’ as a pedagogical approach in primary practice

Standard 3: ‘Demonstrate good knowledge of early learning and EYFS’ 3. 3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of key stage 1 and 2. 3. 5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics. 3. 1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school 3. 2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations 3. 3 Demonstrate a critical understanding of the EYFS areas of L&D and engage with the educational continuum of expectations, curricula and teaching of keys stage 1&2 3. 4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading 3. 5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics ‘Early Mathematics’: includes all primary year groups

Counting • What is involved in teaching children how to count? • What skills do they need?

Another progression

How many…? Ready… Steady…

https: //www. ncetm. org. uk/inthe-classroom/early-years/

Numerals are just arbitrary symbols 1 2 3 4 5 6 7 8 9 Factual & Procedural Fluency Conceptual Understanding

Numicon Create a number line

The Ten-frame – Representing Numbers • Ten-frames are two-by-five rectangular frames into which counters are placed to illustrate numbers less than or equal to ten. How many dots? How do you see them? Nrich – “Number sense series: A sense of ‘ten’ and place value. ” Jenni Wray

9 + 5 = How could ten frames support this calculation? Try with manipulatives of 2 different colours…

White Rose Maths

https: //wrm-13 b 48. kxcdn. com/wp-content/uploads/2020/07/Reception-Scheme. Phase-1 -Autumn-2020. pdf

WHY Primary National Curriculum 2014 Purpose of Study : What do you already know? Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.

HOW NC 2014 - 3 Aims • Become fluent in the fundamentals of mathematics, including through varied and frequent practice, … so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, … using mathematical language • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication…and persevering in seeking solutions.

WHAT Mathematical Aspects Number v Place Value v + and v x and ÷ v Fractions v Algebra 65 -70% v. Measurement v. Geometry • Properties of Shape • Position and Direction v. Statistics 30 -35%

NCETM ‘Teaching for Mastery’ What do you already know? The Introduction…

CPA Concrete Pictorial Abstract

The Maths Task materials

Maths TASK

https: //www. ncetm. org. uk/classroomresources/lv-a-year-1 -lesson-ondifference-as-a-form-of-subtraction/ Sections to watch