Mathematics

Mathematics

No Nonsense Number Facts: Fluency Through Reasoning and Oracy - Professional Development Programme

No Nonsense Number Facts provides a coherent programme for supporting fluency in number facts linked to understanding number and the number system, additive reasoning and multiplicative reasoning. It focuses on using understanding of mathematical relationships and making connections between what is known and unknown, putting reasoning and oracy at the heart of teaching for fluency. 

This PD programme involves two 75 minute online sessions (starts 17 March 2022) with an opportunity to explore ideas in the classroom between the two sessions. These sessions will provide Year 1 to Year 6 teachers with the key information and knowledge required to use No Nonsense Number Facts effectively.

This programme is fully funded for Devon maintained schools (£25 for all other schools). Find out more and book your place.


Y4 Multiplication Tables Check (MTC) Briefing (online) - 8 Feb 2022

This one hour online session will provide Year 4 teachers with the key information and knowledge required to ensure an informed approach to the Statutory Multiplication Tables Check in the Summer Term 2022.

Target participants:

Y4 teachers administering the Y4 Multiplication Tables Check. These briefings are fully funded for Devon maintained schools. Cost to attend for all other schools is £10 per person.

Training Objectives:

  • Become familiar with the revised statutory requirements of the 2022 Y4 Multiplication Tables Check and IT guidance
  • Become confident to administer the check, including which pupils should take the test, and access arrangements
  • Ensure Multiplication Tables Check security

Book your places now.


Early Career Teachers: Subject Knowledge for Teaching for Mastery Programme (online) NCETM Jurassic Hub

This programme is designed to support the children in early career primary teachers’ classes to deeply understand numbers. The programme supports the early career teachers to anticipate when children might not understand and to spot misunderstanding when teaching. The programme is designed to support early career teachers to use published resources critically when planning and teaching for understanding of numbers and to recognise when children have a deep understanding. It will be relevant for teachers both in their first and second year of teaching.

The model for this programme is six PD afternoon online workshops with in-school work between these sessions.

  • Workshop 1 – Wednesday 1st December 1.00 – 5.00 pm
  • Workshop 2 – Wednesday 19th January 1.00 – 5.00 pm
  • Workshop 3 – Wednesday 9th February 1.00 – 5.00 pm
  • Workshop 4 – Wednesday 2nd March 1.00 – 5.00 pm
  • Workshop 5 – Wednesday 23rd March 1.00 – 5.00 pm
  • Workshop 6 – Wednesday 18th May 1.00 – 5.00 pm

Further information and a link to express an interest in joining the programme: Specialist Knowledge for Mathematics – Primary Early Career Teachers – Jurassic Maths Hub

The SKTM Primary Early Career Teachers Programme project is fully funded by the Maths Hubs Programme so is free to participating schools (North and East Devon and Dorset).


 

This recording by Dr Helen Williams and Dr Ruth Trundley explores some key aspects of understanding early number (subitising, cardinality and composition) as well as executive function. The session starts with observing some reception children playing. It was originally recorded to be used as a staff meeting but could be used for self-study and is relevant to all in maths education.


Babcock Mathematics Research Talks

This series of online mathematics research talks focusses on small-scale research projects of interest to teachers and all involved in mathematics education.

The next Research Talk will be announced soon.

Book your FREE place via our online shop.

Take a look at previous Research Talk Sessions


 

Primary Maths (termly) Subject Leader Meetings for individuals ANNUAL SUBSCRIPTION

A chance to network with colleagues and hear the latest curriculum advice. Attendance at termly half-day subject leader network meetings (three meetings across the year – one place per package).

Find out more here >>>


Maths Hub Professional Development Opportunities for Primary Teachers and Early Career Teachers

Specialist Knowledge for Teaching Mathematics Programmes

Places are available on these maths hub programmes which are being run by both the Jurassic and CODE Maths hubs; schools are encouraged to apply for more than one place where practical and appropriate. The programmes for the Jurassic Maths Hub are being led by members of the Babcock LDP maths team; Ruth Trundley leading the programme for teachers and Stefanie Burke leading the programme for early career teachers. Each programme will run online. Download these pdfs for details and how to apply: Primary Teachers, Primary Early Career Teachers

 

The Jurassic Maths Hub is also looking for teachers and schools interested in participating in Research and Innovation Work Groups. More details will be available later this term but to express an interest please use the links below:

Primary Oracy: 2021 /22 Primary Oracy in Mathematics Work Group Application (office.com)
Cognitive Science: 2021/22 Jurassic Maths Cognitive Science within PD design Work Group Application (office.com)
Understanding the characteristics of SEND 2021 /22 Understanding the characteristics of SEND (office.com)

 


 

Introduction to the Primary Non-Statutory Guidance Recorded Webinar

The publication of the Mathematics guidance: key stages 1 and 2 shortly before the summer break has provided primary schools and maths subject leaders with a weighty document to consider in the context of their current provision for mathematics. This recorded webinar provides understanding of the context in which the document has been written, clarity around intention, key aspects for schools to consider and ideas for how to begin engaging with the document in order to use it to best inform school practice. We will be delving deeper into the document through our termly subject leader meetings throughout this year, in order to support subject leaders to plan for use of the document with staff in a meaningful way, including considering the potential for different forms of professional development linked to the document (see above)

https://youtu.be/sncryT3BjHA


 

Understanding Structured Number Lines - Project Report July 2019

This project was set up in response to growing evidence that pupils in England are not developing an understanding of the structured number line and that this has implications with regard to understanding mathematics across several domains of the national curriculum including those related to calculation. The project focussed on the following research questions:

  • What are the key elements to understanding number lines as representations of the number system?
  • Which activities help support this understanding?
  • What is the impact of understanding number lines?

The phase 1 report is now available and has implications for teaching children across the primary age range; teachers working in EYFS to Y6 were included in the first phase of the project.


 

M-cubed supports the learning of multiplication facts with understanding, using different representations (symbols, language, contexts and images) to focus on structure and connections. Understanding structure and connections is key to developing fluency and to knowing how to use known facts to solve problems. Knowing and understanding mathematical facts and how to use them is part of being a mathematician.

With the multiplication tables check becoming statutory in England from 2020, there is a pressure on teachers to ensure children know multiplication facts. Children also need to understand these facts if they are to be useful when solving problems and developing further multiplicative reasoning: M-cubed is designed to provide opportunities to build known facts with understanding.

Download the flyer for more information

Take a look at these sample pages

Visit our eshop to browse and purchase the resource

Supporting children to be active and influential participants in mathematics lessons

Supporting children to be active and influential participants in mathematics lessons through effective use of assigning competence and pre-teaching

Following a year-long action research project, funded by Devon County Council, Jurassic Maths Hub and Cornwall and West Devon Maths Hub, this report examines the impact of class teachers pre-teaching and assigning competence to vulnerable children, with the aim of supporting them to be active and influential participants in mathematics lessons.
 
The impact has been extraordinary. We have had the privilege of witnessing teachers change children’s lives through this project. Children who had no belief in themselves as learners in mathematics now believe in themselves, and are actively involved in their own learning and in the learning of others.

Read the final report here...

No Nonsense Number Facts

Teaching for Mastery: fluency through reasoning with number facts

No Nonsense Number Facts provides teachers with a coherent programme for supporting fluency in number facts in line with the aims of both the national curriculum and teaching for mastery.

The programme is easy to use, flexible and comprehensive. With plenty of guidance to improve teachers’ own subject knowledge, engaging activities and helpful resources, this pack enables you to implement an effective number facts programme for Years 1 to 6. 
 
Further information can be found here as well as by viewing the two video clips "What is No Nonsense Number Facts?" and "How have your children responded to No Nonsense Number Facts?"

Visit Raintree Publishers to buy.
 

Learning from the ICME international survey on teachers working and learning through collaboration

In order to both support and challenge professionals who lead mathematics developments across the South West, Alison Clark-Wilson was invited to join the South West PD Network meeting, held at Exeter Mathematics School, and engage participants in exploring and furthering their understanding of collaborative working, through a collaborative process. The resulting report will be of interest to all involved in setting up collaborative projects.  Read the report here...

CPD Opportunities

We have published our schedule of training opportunities for the next few terms and it will include the following:

  • New to KS1: exploring key ideas in mathematics
  • New to KS2: exploring key ideas in mathematics
  • Mathematics Middle Leaders Programme 
  • Improving maths results: learning from data
  • Improving maths results: ideas for Y6
  • Supporting children who struggle with maths
  • Supporting children in maths lessons package
  • Developing Reasoning Programme
  • Maths Subject Leaders meetings

For more information and to book visit our online shop.

If you would  like to run any of the training for your school or a cluster of schools please contact Ruth Trundley via email.

Assessment Resource

Children as evidence: assessing understanding in mathematics by talking to children

Materials to support in-school and cross-school moderation and standardisation  for Y1 to Y6
These materials have been produced to support schools with moderation and standardisation.

Read more here...
 

Supporting Flexible Intervention

The BabcockLDP maths team has produced three training packages , 'From Counting to Calculating', 'Making a Difference' and 'Fair and Equal 'to support flexible intervention and provides training in the intervention  programmes Numbers Count, Success at Arithmetic and Talk4Number, all produced by Edge Hill. 

Read about our intervention programmes here...

If you would  like to run any of the training for your school or a cluster of schools please contact Ruth Trundley via email.

Teaching for Mastery in Mixed-Age Classes

A report from this small-scale action research project is now available, with linked video clips of participating teachers talking about the findings. The research findings have been organised into two sets; the first explores actions which focus on adjusting the structure of lessons in order to cater for a mixed-age class and the second outlines aspects of teaching for mastery which have a particular part to play in supporting teaching for mastery in mixed-age classes.

Read more here...

Five Myths of Assessment

This document, written by members of Babcock Education (Babcock LDP, Babcock 4S and Babcock Prime) aims to support teachers and senior leaders in sticking to their principles as they review and develop assessment processes in their schools.

Read more here...

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