The Maths Hubs programme brings together mathematics education professionals in a collaborative national network of 35 hubs, each locally led by an outstanding school or college. The programme is funded by the Department for Education (DfE) and co-ordinated by the National Centre for Excellence in the Teaching of Mathematics (NCETM).
Carmel College is proud to be the base for the Archimedes NE Maths Hub which is promoting excellence in maths teaching across the Durham and Tees Valley region. The work of the hubs supports teachers in the continual process of improving educational standards for students in our region from the youngest child in Early Years Foundation Stage to the oldest students in Post 16. The overarching aim is to update schools with the latest teaching strategies from around the world and to ensure that the UK is able to compete on the global stage. To achieve this goal, teachers have visited Shanghai to work alongside staff in both primary and secondary settings and the teachers from Shanghai have visited schools in the UK to learn from us. This experience has allowed teachers to adopt new teaching styles, adapt them to suit our needs and embed them into our teaching practices. The Archimedes NE maths hub is also initiating and supporting a wide range of projects from schools across the North East to promote school improvement. These projects include national projects which all 35 hubs are involved in, as well as local projects that are designed to meet the specific needs of schools in the region. We are delighted to be working alongside the most enthusiastic, talented and dedicated teachers in our region and confident that together we will achieve the best education possible for every child.
Singapore Shanghai Primary Mastery KS3 Reasoning Structure Hub Locations Collaboration Projects EEF Project Local Projects Core Maths + Post 16 Meet The Team
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This National Project seeks to support the development of teaching through the use of a textbook approach, adapted from those currently used in Singapore. The project is being trialled by two lead schools in Stockton and Darlington in Year 1 and Year 2. The lead schools will develop and embed a mastery approach to mathematical teaching, using the textbooks. Schools are supported through intensive training through Inspire and are provided with a Teachers’ book to aid planning and textbooks to support conceptual, procedural and variation experiences. The pupils complete work in the high quality exercise book, which presents concepts in a variety of forms – concrete, pictorial and abstract. The purpose of the textbook approach is to ensure all pupils experience mathematics at a depth matched to their needs. The textbooks are just as much a professional resource as they are a learning resource for pupils. The constant emphasis on mathematical relationships is a strength throughout this project and certainly supports the mastery approach. “ We love maths now and enjoy working in the exercise books. They are fun and easy to use.” - Pupil in Lead School.
Primary The aim, as far as the English schools are concerned, is to learn lessons from how maths is taught in Shanghai, with particular focus on the mastery approach and then research and develop ways in which similar teaching approaches can be used in English classrooms. When in English schools, the Shanghai teachers - all mathematics education graduates - teach lessons on their own and with their host teacher, following exactly the approach they use in their own classrooms. Five key aspects of the Shanghai approach are: Teaching for mastery (the answer is only the beginning), Calculation practice and number fluency, Lesson design, High quality textbooks and Assessment/feedback/homework Within the Shanghai philosophy, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Secondary Following the success of the exchange programme in the primary phase last year, colleagues from Egglescliffe School embarked upon an exchange this year. In September 2015 they visited schools in Shanghai and then for the month of November they hosted two teachers who taught lessons to Key Stage 3 classes. Observed by more than 80 teachers, the remit as directed by the DfE is to look at teaching for mastery. The home-leg visit enabled teachers from across the region not simply to observe lessons but also to take part in Teacher Research Groups (TGR) with the teachers from Shanghai. This common-place activity in Shanghai gives teachers the opportunity to question what they see and unpack the design of the lesson and the choice of activities.
Archimedes NE Maths Hub has recruited 4 expert primary school teachers to take part in an important new professional development programme to acquire the status of Primary Mathematics Teaching for Mastery Specialist, in order to lead the development of mastery teaching in primary schools within their Maths Hub area. The programme is designed to develop the following knowledge and skills in participant teachers: • Understanding of the principles of mastery within the context of teaching mathematics • Deep subject knowledge of primary mathematics to support teaching for mastery • The development of effective teaching techniques to support pupils in developing mastery of
mathematics • The ability to assess pupils for mastery • The ability to support other teachers and lead teacher research groups.
Once fully trained, each one of these new specialist teachers will lead the professional development of further groups of teachers in schools within their hub area. Over time, this will spread the understanding of and expertise in teaching maths for mastery widely across the primary school system. Four participant teachers will be recruited in each Maths Hub area, so ensuring an even spread of new teaching and leadership capacity across the country.
Developing mathematical reasoning in KS3 This countrywide project has four aims: • To develop pedagogical knowledge of teachers of mathematics • To support teachers to address new curriculum and qualifications • To improve quality of curriculum resources and activities • To increase progress and achievement in secondary schools Working in partnership with schools from the North East, this research project is attempting to achieve the above aims through trialling and evaluating strategies and structures that will help students to develop their reasoning skills, as well as build confidence in teachers delivering the new curriculum. To date we have considered the impact of planning for student response, questioning techniques and using particular structures to facilitate students in the articulation of their reasoning arguments.
“All pupils’ results improved greatly (one child increased his score by 9 marks) whilst the five other children who were not being taught the mastery maths lesson approach only improved their lessons by a small margin. It was clear that the mastery approach had a major impact on my children and the next step for me is to use this mastery approach across a class of 30 EYS children.” - Yohden Primary school “Mathematical tools should be seen as supports for learning. But using tools as supports does not happen automatically. Students must construct meaning for them. This requires more than watching demonstrations; it requires working with tools over extended periods of time, trying them out and watching what happens. Meaning does not reside in tools; it is constructed by students as they use tools.”
(Hiebert 1997 p 10) Cited in Russell (May, 2000). Developing Computational Fluency with Whole Numbers in the Elementary Grades. http://investigations.terc.edu/library/bookpapers/comp_fluency.cfm
Helen Keough - Senior Lead
Jackie Springhall - Administrator
Kevin Beston - Primary Lead National Projects NCP1a England- China Education Research & Innovation Project (Primary)
• St Augustine’s, Darlington • St Gregory’s, Stockton
NCP2 Mastery Pedagogy for Primary Mathematics 2: Use of high quality textbooks – Singapore
• Holy Family, Darlington • St Bede’s, Stockton
NCP5 Developing and Embedding Teaching for Mastery
• Eldon Grove, Hartlepool • Cotsford Junior School, Peterlee • St Mary’s School, Barnard Castle
Local projects are research-based and meet the specific requirements of each school involved. These are tailored to fit a school’s own requirements.
Strategic Advisory Board
Rose-Marie Rochester - Secondary Lead
NCP1b England- China Education Research & Innovation Project (Secondary)
• Egglescliffe School, Stockton
NCP3 Increasing Participation in Level 3 Maths Post 16
Early Adopters of Core Maths • Durham Sixth Form, Durham • Sacred Heart High School, Newcastle • St Bede’s, Lancaster • St Anthony’s, Sunderland • Hartlepool Sixth Form College, Hartlepool Early Developers of Core Maths • Egglescliffe School, Stockton • Harton Technology, South Shields • Conyers School, Stockton
NCP4 Developing Mathematical Reasoning in KS3
• Egglescliffe School, Stockton • St John Vianney, Hartlepool • St Cuthbert’s, Newcastle • Ingleby Manor, Stockton • Darlington School of Mathematics and Science, Darlington • St Michael’s, Billingham • Our Lady and St Bede’s, Stockton • North Durham Academy, Durham
Lynn Thompson (University of Durham) Julie Pattison (North Yorkshire Local Authority) John Frain (Stockton Schools Alliance ) Wendy Truscott – Education Development Service Phil Moxon – Further Mathematics Support Programme Janice Long –Carmel Directors Helen Keough – Senior Lead Archimedes Maths Hub
The Archimedes Maths Hub is proud to be working in collaboration with the Cambridge Maths hub on a project to promote the use of the Nrich resources. All students at all levels need to improve their problem solving and reasoning.
All students at all levels need to improve their problem solving and reasoning skills. This means that there is an expectation and necessity for us, as teachers, to develop our abilities to support students in this area. NRICH, being web-based, is available to all teachers, regardless of geography. It is a valuable resource and the possibilities within it to develop reasoning skills through problem solving are vast. The resources suit all ages and abilities across a wide variety of concepts and reasoning outcomes.
Maths Hubs need to collaborate in this area in order to equip each hub with the capacity to meet the demand from teachers for CPD and curriculum delivery and classroom support in reasoning and problem solving. Therefore this is an urgent need, especially as it is identified by HMI as an area for development within mathematics. Although progress is being made around problem solving there is still a huge need within schools to have access to resources that support purposeful, well-designed activities that deliver fluency, reasoning and problem solving (core NC aims). To create a network of problem solving ambassadors (NRICH Leads), ultimately in each Maths Hub, is vital.
NRICH is a small team and it is impractical for them to deliver workshops in every Hub region. Hubs need to collaborate so that we can extend the NRICH resources effectively by training up local Leads and this is why we are working closely with Cambridge to set up Archimedes as a Lead for the North East Region.
The map to your right shows the location of the Archimedes and Cambridge Maths Hubs.
The EEF is an independent, grant-making charity dedicated to breaking the link between family income and educational achievement. The EEF funds a range of projects across England that it believes has the potential to raise attainment amongst disadvantaged pupils and evaluate their impact through robust and independent evaluations. The EEF funds both: • Efficacy trials which aim to see whether an intervention can work under ideal or developer-led conditions in a large number of (e.g. ten or more) schools. • Effectiveness trials which aim to test whether the intervention can work at scale in a large number of (e.g. 40 or more) schools, where the developers are no longer the only deliverers. The EEF Project is designed to last for 10 to 12 weeks with Y2 children receiving one hour of instruction per week as one of their normal mathematics lessons. This is supported by simple computer games which can be played online in school or at home. Teachers in intervention schools attend a day of training aimed at introducing them to the programmes, explaining the concepts and allowing them to explore the learning activities for themselves. Through our Hub the Work Group Leads will each recruit twenty schools to participate in the project. The Work Group Leaders would either be Year 2 teachers or people able to use the materials with a Year 2 group, preferably school-based and able to commit to a long term project. The focus of the lessons is on quantitative reasoning—understanding the relationships between numbers and being able to use them to solve problems. Four types of quantitative reasoning are explored: inversion; additive reasoning; multiplication and one-to-many correspondence and division and sharing. The approach would be very much in sympathy with teaching primary mathematics for mastery.
Assistant Head of School at St Augustine’s RC Academy
Deputy Head of School at St John Vianney RC Primary School
Essential Maths Skills & Techniques for Secondary Classroom-Based Support Staff – Can Do Maths Programme School – Harton Technology College, Lisle Road, South Shields, NE34 6DL What we are hoping to achieve: •To develop specialist subject knowledge of mathematics for classroom-based support staff and parent/carers. •Develop coherence and resilience in learning mathematics Impacts so far: •Pilot and first cohort completed involving 18 support staff across 6 schools •Second cohort of 12 staff across 5 schools commenced 2 February 2016 •Evaluations of new training programme are very positive. Interim impact evaluation from Cohort 1 delegates currently being collated. Who to contact for further information: Lynn Culkin – Director of Teaching School– lCulkin@harton-tc.co.uk
Mastery Pedagogy to Develop and Increase Children’s Reasoning Skills School – Yohden Primary School, Windsor Terrace, Peterlee SR8 4HP What we are hoping to achieve: • Teachers are more confident in delivering the mastery side of maths in number and pupils applying their maths skills to solve reasoning and mastery problems. Impacts so far: • 8 teachers + 5 teaching assistants have all participated and passed the online subject knowledge tests through Plymouth University. • Teachers are delivering maths lessons that are providing more challenges for their pupils and thinking about the different teaching approaches (Shanghai).
Professional Collaborative Work Groups to focus on topics that have more AS level content in the NEW GCSE Led by Dr Linda Wang of Durham University with Wendy Truscott Durham LA. What are we hoping to achieve There will be opportunities to share best practice between the 7 schools that will be participating and also the development of further techniques and strategies to improve depth and mastery. The aim is to practise lesson design and then trial the lessons. There will be a follow up session to discuss the impact and outcomes of the first trial. This will then be extended to a further subject area and trialled again using the same plan.
Who to contact for further information: Neil Calvert – firstname.lastname@example.org Alison Smith (Head) email@example.com
Impacts so far. This project is due to commence Summer 2016 Who to contact for further information: firstname.lastname@example.org
Helen Keough - hkeough@carmel. org.uk
NCETM Mastery Fluency and Depth Workshops School – Town End Academy, Borodin Avenue Town End Farm, Sunderland, Tyne & Wear , SR5 4NX What are we hoping to achieve The dissemination of new pedagogies throughout the Teesside Region through targeted workshops. The target groups will be in the Middlesbrough and Stockton LAs to deliver Inset training on Mastery, Bar Modelling and Depth. The project will be available as 3 discrete work groups or a whole day inset. The work will use the NCETM materials from Debbie Morgan and will involve reflection on best practice and planning time to embed in SOWs. The target groups will be whole school to include TAs as well as teaching staff to ensure that the whole staff are moving forward with the same pedagogical changes. The materials can then be used again to deliver training in 2016-2017. Impacts so far. This project is due to commence Summer 2016
Research into Aspects of Arithmetic that Limit Mathematical Development School – St John Vianney, King Oswy Drive, Hartlepool TS24 9PA What we are hoping to achieve: To build rapid, accurate application of arithmetic knowledge and skills Impacts so far: • Progression of skills ladder from nursery to Yr 6. • Pre test development Who to contact for further information: Martin Boagey – mboagey@stjohnvianneyschool. org.uk
PD Lead Programme School – Carmel College What we are hoping to achieve: Train more maths teachers across the region as PD Leads. This nationally accredited qualification (NCETM) ensures those who deliver maths PD have had sufficient training for planning and delivery of maths PD, focusing on impact and evaluation from the outset. Impacts so far: The first Cohort has undertaken its two training days and gap tasks and is now in the process of completing its evaluations. Who to contact for further information:
Primary Mastery Specialist Programme School – Carmel College What we are hoping to achieve: Develop mastery across the locality and support teachers embedding this in their practice through teacher research groups. Impacts so far: •The teacher research groups have been established. Twilights are to take place to train teachers in the mastery approach. Who to contact for further information: Kevin Beston – Kbeston@carmel.org.uk
Rose-Marie Rochester – rrochester@ carmel.org.uk
Promoting Mastery Skills – Improving Quality of Mathematics Teaching Practice School – St John’s School and Sixth Form, Woodhouse Lane, Bishop Auckland, DL14 6JT
Mastery Pedagogy in Mixed Year Classrooms School – St William’s RC Primary, Trimdon What we are hoping to achieve:
What we are hoping to achieve: • Promoting Mastery techniques including Depth. • Design a series of lessons collaboratively, to incorporate intelligent lesson design in order to promote mastery. Lessons will be delivered (by individual teachers) and observed collaboratively, then evaluated and improved. Impacts so far: • 4 lessons fully designed and resourced at this point. • 4 further lessons are currently in the process of development. • Delivery, observation and teacher/ student evaluation to follow. Who to contact for further information:
• Develop subject knowledge of teachers • Develop pedagogical knowledge of teachers • Improving quality of curriculum resources • Develop enquiry approach to maths Impacts so far: •Limited as due to staffing implications within school, the start of the project has been delayed. •Feedback from teachers, children and partner school has been very positive. Who to contact for further information: Michael Tiplady – St William’s RC Primary School
Paul Rolston – email@example.com
Delivery and assessment of Early and assessment of Early Years mathematical teaching and learning, with a focus on the transition from Reception to early years.
School – Sacred Heart Primary, Convent Road, Fenham Hall Drive, Newcastle, NE4 9XZ
What we are hoping to achieve:
• Share good practice in Early Years and Year 1 • Attend courses to further understand new initiatives which develop mastery, including Shanghai and Singapore Maths. • Research practical resources which further develop creativity in Early Years and Year 1.
Impacts so far:
• Very engaged children with improved reasoning skills developed from investigation. • Staff in school more aware of our initiatives, the importance of concrete and abstract, embedding and mastery.
Who to contact for further information:
Rachel Nesbit – Rachel.nesbit@ sacredhprim.newcastle.sch.uk
Core Maths + Post-1 6
As one of the national priorities for the Maths Hubs Programme, from the outset there has been a huge drive to increase post-16 participation in maths, not just in terms of the study of Maths A-level and Further Maths A-level but also the introduction of the new level 3 qualification, Core Maths. Now the most studied A-level, Maths A-Level has seen its popularity continue to rise in recent years and so there is a continued drive to increase the numbers studying Further Maths A level and ensure that the gender imbalance is addressed for both maths A-levels. Increasing girls’ participation is high on the agenda as part of this national project and continues to be one of the foci for the Further Maths Support Programme (FMSP). There has been a level 3 work group running from the inception of the Maths Hubs and for us, a real focus has involved looking at improving transition from GCSE to A-level. Phil Moxon from the FMSP has led this group with termly meetings, focusing on sharing ideas and best practice on particular topics pupils need to develop a better understanding of, in order to ensure success at A-Level. Within our post-16 workgroup we also have a huge focus on Core Maths. As an early adopter and also with Rose-Marie Rochester holding the post of Core Maths Lead for the area, we are keen to encourage the attitude of not simply, ‘Shall I study Maths at level 3?’ but more, ‘What maths shall I study?’, thus encouraging participation in the subject for all students. We support schools and colleges in Durham, Newcastle, Hartlepool, Sunderland and Lanchester and are keen to encourage others to consider offering the Core Maths qualification to Sixth Form students who have achieved a grade C or above and are not studying Maths or Further Maths A- levels. The Core Maths qualification is offered by a number of boards, is equivalent to an AS level and carries the equivalent UCAS points. There is a real focus on problem solving and with an increase in the maths content of geography, business studies, physics, biology, chemistry and psychology, the Core Maths qualification would complement a huge assortment of A-level combinations and support the maths within other courses.
Meet The Team
Helen Keough is the Senior Lead for the Archimedes NE Maths Hub, with 17 years teaching experience and 14 years as a middle leader. She is Assistant Vice Principal for Data and Progress at Carmel College. Helen’s role within the hub is to strategically lead the team in devising and delivering improvements within the mathematical community. The overall aim of the Archimedes NE Hub is to meet the demand for mathematical development throughout the local region, with an emphasis on research.
Kevin Beston is the Maths Hub Lead (Primary) for the Archimedes NE Maths Hub with 20 years experience as a teacher and deputy head. Kevin is a maths SLE and PD Lead for mathematics in primary education. His role is to liaise with the local schools to promote the development of mathematics from Early Years through to the end of KS2. He develops and leads courses, CPD and training across the Hub.
Rose-Marie Rochester is the Maths Hub Lead (Secondary) for the Archimedes NE Maths Hub, with 13 years experience in teaching across all key stages and working as the second in department at Carmel College. She is also the Maths Hub Lead for Core Maths. Her role is to develop best practice through research and CPD within all schools in the local region
Jackie is the administrator for the Archimedes NE Maths Hub and the Science Learning Partnership for Carmel College. She has worked in educational settings for 9 years. Jackie will be involved in the administration of national and local working group projects, plus courses and events organised by the College itself.