0915 Welcome next steps from last time 1000 Exploring the new Framework 1045 coffee 1100 Process mapping 1230 Lunch 1

1. 0915 Welcome & next steps from last time 1000 Exploring the new Framework 1045 coffee 1100 Process mapping 1230 Lunch 1315 Functionality with familiarity 1445 Updates 1500 Transferring functionality 1530 Next steps Revision packs Reach for the stars and 15-4-15 1130 New National curriculum and framework 1:45 � 3:15 Teachers TV data handling Data Handling Starters collective memory Memory joggers Nat curriculum session Do first 3 sessions, identify strengths in pupils in their schools, show Mike Waters video. Plenary uses mind map of key processesRevision packs Reach for the stars and 15-4-15 1130 New National curriculum and framework 1:45 � 3:15 Teachers TV data handling Data Handling Starters collective memory Memory joggers Nat curriculum session Do first 3 sessions, identify strengths in pupils in their schools, show Mike Waters video. Plenary uses mind map of key processes

2. What mathematical questions could you ask?What mathematical questions could you ask?

3. Objectives To become familiar with the support for planning available through the Framework and the Secondary mathematics planning toolkit To explore ways of making mathematical processes explicit in planning and teaching SSSS

4. Reporting back Reach for the stars Super learning days at Stratton, John Bunyan, Vandyke, St Thomas More, Harlington, Making Maths Count 08-09 Super learning: what went really well, what changes? BBSuper learning: what went really well, what changes? BB

5. Exploring the framework On tables look at the area you have been given (15 min), then 10 minutes looking at the rest of it. Feedback 3 sections World caf� AM 3 sections World caf� AM

6. Process mapping Mind Maps Key proceses learning objectives Green process cards Key processes in Number Algebra Geometry and measures Statistics Dave�s unit SSDave�s unit SS

7. Geometry Cube nets 3-D shapes nets Perimeter sheets

8. A short problem Jennifer needs �15, Claire gives her �9. How much more does she need? 15 x 9 15 + 9 15 - 9 15 � 9 Which calculation would be correct for answering the problem? Write problems that require the other three calculations to answer them. From page 67 Teaching and Learning Functional Mathematics

9. Unit title: �Creating a story� Generating problems to represent particular types of calculation. Phase 1 Single step problems for each of the four operations For each operation asking �What is the same and what is different?� about each story.

10. Generating problems to represent particular types of calculation. Phase 1 Single step problems for each of the four operations For each operation asking �What is the same and what is different?� about each story Phase 2 Multi-step problems. Presenting pupils with one general form e.g. ab + c Pupils create a range of �stories� for this form and then repeat this for as many different multi-step forms as they can Unit title: �Creating a story�

11. Action Points How will you get your department to engage with process skills? Replicate this session? Consultants attend department meeting? Discuss on tables, feedback one interesting idea per table, that was shared.Replicate this session? Consultants attend department meeting? Discuss on tables, feedback one interesting idea per table, that was shared.

12. Fruit Bowl Properties of shape: square, kite, parallelogram, trapezium four right angles no lines of symmetry opposite sides parallel and equal tessellates Quadrilateral Algebra: formula, expression, equation 3n + 7 =15 2ab � 3a C = ?d V = lwh 9xy

13. Functionality with familiarity For one of the Standards Unit activities: Which key processes are covered? Which key processes are most relevant? (One Key process and 1-2 �branches�) Where in your current scheme of work would this activity fit?

14. Updates NCETM online training AfL/APP Functional skills BB SS (AfL)BB SS (AfL)

15. Functional skills: the basics �Functional skills will provide individuals with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work.� 14-19 education and skills; implementation plan (DfES 2005)

16. A society where � All children and young people achieve their full potential and where the momentum of success, enjoyment and learning continues into their adult lives.

17. Links Standards http://www.qca.org.uk/qca_6066.aspx Support Programme Managing Delivery of Functional Skills Teaching and Learning Functional Maths Teaching and Learning Functional English Teaching and Learning Functional ICT http://excellence.qia.org.uk/page.aspx?o=126564

18. FS and New Curriculum

19. Key Processes and / or �. NC Thinking Skills All subjects Concepts and Processes Personal Learning and Thinking Skills Social and Emotional Aspects of Learning

20. Skills development A learner does not necessarily know a skill exists unless it is explicitly named and identified does not necessarily learn a skill unless it is taught does not necessarily acquire a skill unless given the opportunity to use it cannot necessarily transfer a skill unless given other opportunities where the skill is explicitly identified.

21. Transferring functionality Study plus log QCA history case study All teachers are involved in functional skills. Putting maths in context Choose a curriculum area to discuss with a colleague at school Use the spider diagram Generate questions to ask colleaguesUse the spider diagram Generate questions to ask colleagues