LLME Meeting 12 June 2019 Agenda 2 00

LLME Meeting 12 June 2019

Agenda 2. 00 pm Welcome & Introduction 2. 10 pm Lessons from Shanghai - What works in an English Education Culture Sarah-Jane Pyne & Loren Carter, Primary Mastery Specialists 2. 40 pm Update and Intentions for 2019 -2020 David Grant, Matrix Maths Hub Lead 2. 50 pm A coaching exercise – OSCAR Framework 3. 15 pm Reflections from 18/19 & looking ahead to 19/20 Primary Mastery Specialists meet with ZA and SB · Other LLME participants meet with DG · 4 pm Evaluation & Depart

LLME – What is this forum for? LLME - Local Leaders of Mathematics Education SLEs, PD Leads, Primary Mastery Specialists, Secondary Mastery Specialists, Local Maths Consultants Remit - Facilitate system wide improvement by extending leadership skills, deepening understanding of great Mathematics teaching and discussion of other issues relating to Mathematics. Focus Points: • Mastery • Enhancing Leadership Capacity • Steering National Mathematics Agenda

Lessons from Shanghai Sarah-Jane Pyne & Loren Carter, Primary Mastery Specialists

Lessons from Shanghai: What works in an English Education Culture. WHOLE CLASS TEACHING In Shanghai: In England: No ability grouping Same work at same time Carefully chosen pairings (not ability grouped) Input together Same starting points – different outcomes

Lessons from Shanghai: What works in an English Education Culture. LESSON STRUCTURE In Shanghai: In England: Ping pong style No differentiation 35 minutes (plus work at home) Ping pong followed by Independent practice after input or within lesson Differentiation

Lessons from Shanghai: What works in an English Education Culture. DIFFERENTIATION In Shanghai: In England: Same tasks -> same outcomes Same tasks different outcomes Scaffolds Opportunities for going deeper Use of directed questioning Use of manipulatives https: //www. hertsforlearning. co. uk/blog/greater-depth-math

Lessons from Shanghai: What works in an English Education Culture. TEXTBOOKS/PLANNING In Shanghai: In England: Specialist teachers High quality textbooks used in ALL schools – all pupils complete the same work in the same term Guidance for teachers on how to use textbooks / how to teach units of work Non-specialist teachers School / teacher choice about resources Textbooks are effective IF teacher notes / guidance is used and IF tailored / supplemented

Lessons from Shanghai: What works in an English Education Culture. TEACHING FOR UNDERSTANDING OVER PROCEDURE In Shanghai and in England: Non-standard examples Non-examples Carefully chosen representations

Lessons from Shanghai: What works in an English Education Culture. REPRESENTATIONS In Shanghai and in England: Deliberately chosen representation to understand a new concept - What it is - What is isn’t - Non-standard examples - by looking at what something is and what it isn’t Deliberately confusing to test understanding Deepening learning by expecting children to apply understanding to new areas or to solve problems

What it isn’t Non-standard

Lessons from Shanghai: What works in an English Education Culture. FACT FLUENCY In Shanghai: In England: Deemed as essential pre. Fact fluency is part of a very requisite wide curriculum Narrow curriculum – focus Should be deemed as an on fact fluency essential pre-requisite but End of Second year – all lots of demands get in the fluency facts known (not just way assumed) MTC Year 4 12 x 12 Teach up to 9 x 9 only (derive others)

Lessons from Shanghai: What works in an English Education Culture. VOCABULARY and STEM SENTENCES In Shanghai: In England: Language is not a barrier 11 = ten one Say what you see! Stem sentences to aid understanding and promote reasoning Language is a barrier 11 = eleven = where is the link to meaning? Trapezium, parallelogram, right angle… Stem sentences to aid understanding and promote reasoning

Lessons from Shanghai: What works in an English Education Culture. TEACHER CPD In Shanghai: In England: Regular cross school TRG Same lesson taught and improved upon Lesson design focus Expectation that senior teachers help develop less experienced teachers Still too much emphasis on teacher not lesson? Internal peer to peer lesson design?

Lessons from Shanghai: What works in an English Education Culture. BUT keep what we do Adopt what Shanghai does well (if you haven’t already!) best! • Children taught by non • Teach whole class together specialists who know • Ping pong teaching and nurture our • Teaching for understanding > procedure children. • Collaborate internally / externally to improve lesson • Use concrete resources design to aid conceptual • Focus on language / vocabulary and overcoming any understanding difficulties • Pair children up • Use stem sentences carefully • Choose representations DELIBERATELY • Children work at their • Focus on fact fluency > wider curriculum own pace through • Deliberately confuse to test understanding supported independent • Deepen understanding of same content > introduce practice. new content • Differentiate (but do it SUMMARY the modern way!)

Maths Hub Update New Hub process near completion – new hub to be announced soon. 2019 -20 : No Change (Transition in the background) 2020 -21 : New Hub up and running

Opportunities SLE Course 2019 -20 (Apply now) - £ 800 per applicant PD Lead Course 2019 -20 (Apply now) – £ 800 per applicant Primary TRG – Still recruiting in Hertfordshire Primary Mastery Specialist – Still recruiting in Hertfordshire SKE – renamed SKTM courses to be in place for 2019/20

NCPs – provisional 2019 -20 NCP Code NCP 19 -08 NCP 19 -12 19 -13 NCP 19 -14 NCP 19 -17 NCP 19 -18 NCP 19 -19 NCP 19 -21 NCP 19 -22 NCP 19 -23 NCP 19 -25 IWG IWG NCP Work Groups Early Years Work Groups (4) Primary Tf. M Focused Issue (Lesson Design) (4) Primary Tf. M Focused Issue (Intervention) (2) Primary Tf. M Focused Issue (Mixed Age) (2) Mathematical thinking for GCSE Work Groups (2) Y 5 -Y 8 continuity Work Groups (4) Challenging topics at GCSE Work Groups Supporting Core Maths Work Groups (2) Embedding A-level Technology Work Groups Developing A-level Teaching Work Groups Partnership with ITT providers to reform programmes Developing Reasoning and Problem Solving KS 3/4 Supporting Schools to deliver GCSE Higher Tier Teaching Mathematics beyond the NQT year

Future Dates LLME Forum Future Dates (Provisional) 9 October 2019 29 January 2020 10 June 2020 2 pm to 4 pm Primary Mastery Launch Conferences (Provisional) 11 September 2019 12 September 2019 18 September 2019 4 pm to 5. 30 pm

A Coaching Exercise The OSCAR model OUTCOME SITUATION CHOICES & CONSEQUENCES ACTIONS REVIEW

A Coaching Exercise Coach Listens Delivers questions NOT answers Raises awareness Sets agenda Facilitates thinking

A Coaching Exercise Coachee Talks Considers alternatives (with prompts) Clarifies thinking Follows agenda Generates Actions

Leadership Scenarios In pairs, play the role of coach and coachee. Consider an issue within your current role and follow the OSCAR model

LLME Future Focus LLME Forum Future Focus The LLME forum is for us to discuss items of importance to Mathematics delivery across Hertfordshire and Essex. What might you like to discuss or see discussed in future meetings? (10 mins)