Welcome to the guidance webinar for the full reopening of schools
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Welcome to the guidance webinar
for the full reopening of schools
from March 8th 2021
Many questions have been submitted and collated
which will be answered in this session.
If you still have a question please type it in the chat box
at the end and we will answer as many as possible.
After the event the ‘chat’ questions will be collated into
a frequently asked questions document and published
on our website.
The return to school with
White Rose Maths
Ian Davies
Head of Curriculum
White Rose Maths
@WhiteRoseMaths @WRMathsSec
Contents • Priorities • The curriculum • Closing the gaps • Assessment • Thinking ahead to 2021/2
Some priorities
• Wellbeing of pupils and staff
• Getting ready to learn
• Where to pick up the curriculum
• Assessment
Over time
• Closing Gaps
The curriculum – issues • Varied experiences in school/remote learning/mixture • Varied levels of engagement/apparent engagement with remote learning • Uncertainty as to current attainment
A suggested approach • Continue on the current path • Identify potential barriers and address these when planning • Maximise opportunities for interaction and assessment • Adapt planning accordingly
WRM – Year 1 – Scheme of Learning 2.0s
Was the bubble
closed earlier in
the year?
What gaps might
there be that will How can planning
affect the teaching be adapted to take
of this topic? this into account?
What opportunities are there
later in the year/next year?
7 ©White Rose MathsYear 1 | Spring Term | Week 10 to 11 – Measurement: Weight & Volume
Overview
Small Steps
This block shares a lot
Introduce weight and mass
of vocabulary with the
Measure mass previous block
Compare mass
Introduce capacity and volume You will have
Measure capacity opportunities to assess
Compare capacity how familiar pupils are
with the words and
Year 1 | Spring Term | Week 8 to 9 – Measurement: Length & Height their meanings
Overview You will have
opportunities to
review/develop length
Small Steps and height alongside
your direct teaching of
Compare lengths and heights weight and volume
Measure length (1)
Measure length (2)
©White Rose MathsWRM – Year 10 Scheme of Learning
Was the bubble
closed earlier in
the year?
What gaps might What
How can planning
there be that will opportunities are
be adapted to take
affect the teaching there later in the
this into account?
of this topic? year/next year?
9 ©White Rose MathsYear 10 | Spring Term 2 | Percentages & Interest
Percentages & Interest How much time will you
need to spend reviewing
Small Steps Y9 material?
Convert and compare fractions, decimals and percentages R
Work out percentages of amounts (with and without a calculator) R
Increase and decrease by a given percentage R
Should you concentrate
Express one number as a percentage of another on understanding when R
using a calculator and
Calculate simple and compound interest come back to non-
calculator methods in
Repeated percentage change
the Summer?
Find the original value after a percentage change R
Solve problems involving growth and decay
H denotes Higher Tier GCSE content
R denotes ‘review step’ – content should have been covered at KS3Mixed age • Use exactly the same approach – plan from the pick up point in the schemes • If you have been using single age scheme home learning, consider which system is practical • Bear in mind recap steps as they move to next year group
Planning summary
• What is the ‘new’ content in this block?
• What earlier learning does this build on?
➢ Is this secure/potentially insecure
➢ Can this be incorporated into the ‘new’
learning?
• Which steps are key to future learning?
• Which steps will be revisited/reviewed/built on
next year?Primary Progression – Measurement
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
• compare, describe • choose and use • measure, compare, • Convert between • convert between • solve problems
and solve practical appropriate standard add and subtract: different units of different units of involving the
problems for: units to estimate and lengths (m/cm/mm); measure [for metric measure (for calculation and
➢ lengths and heights measure mass (kg/g); example, kilometre to example, kilometre conversion of units of
[for example, length/height in any volume/capacity metre; hour to and metre; centimetre measure, using
long/short, direction (m/cm); (l/ml) minute] and metre; centimetre decimal notation up
longer/shorter, mass (kg/g); • estimate, compare and millimetre; gram to three decimal
tall/short, temperature (℃); and calculate and kilogram; litre places where
double/half] capacity (litres/ml) to different measures and millilitre) appropriate
➢ mass/weight [for the nearest • understand and use • use, read, write and
example, heavy/light, appropriate unit, approximate convert between
heavier than, lighter using rulers, scales, equivalences between standard units,
Using Measures
than] thermometers and metric units and converting
Measurement:
➢ capacity and volume measuring vessels common imperial measurements of
[for example, • compare and order units such as inches, length, mass, volume
full/empty, more lengths, mass, pounds and pints and time from a
than, less than, half, volume/capacity and • use all four smaller unit of
half full, quarter] record the results operations to solve measure to a larger
➢ time [for example, using >, < and = problems involving unit, and vice versa,
quicker, slower, measure [for using decimal
earlier, later] example, length, notation to up to
• measure and begin to mass, volume, three decimal places
record the following: money] using decimal • convert between
➢ lengths and heights notation, including miles and kilometres
➢ mass/weight scaling
➢ capacity and volume
➢ time (hours, minutes,
seconds)
Spring 3 Spring 5 Spring 4 Autumn 3 Summer 1 Spring 4
Spring 4 Summer 4 Summer 4 Spring 2 Summer 4
Summer 6 Summer 3 Summer 5
13 © White Rose Maths 2019WRM
Mixed –Age
Year 4 – Scheme
Progression of Learning
– Addition 2.0s
& Subtraction
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
• read, write and • recall and use • estimate the answer • estimate and use • use rounding to check
interpret addition and to a calculation and inverse operations to answers to
mathematical subtraction facts to use inverse check answers to a calculations and
statements involving 20 fluently, and operations to check calculation determine, in the
addition (+), derive and use related answers context of a problem,
subtraction (–) and facts up to 100 levels of accuracy
equals (=) signs • show that addition of
Addition & Subtraction:
Recall, Represent, Use
• represent and use two numbers can be
number bonds and done in any order
related subtraction (commutative) and
facts within 20 subtraction of one
number from another
cannot
• recognise and use the
inverse relationship
between addition and
subtraction and use
this to check
calculations and solve
missing number
problems
Y2/3- Autumn 2 Y4/5- Autumn 2
Y1/2- Autumn 2 Y1/2- Autumn 2 Y2/3- Summer 2 Y3/4- Autumn 2 Y5/6- Autumn 2
Y1/2- Summer 5 Y2/3- Autumn 2 Y3/4- Autumn 2 Y4/5- Autumn 2 Y5/6- Summer 3
14 © White Rose Maths 2019WRM – Year
Secondary 4 – Scheme
Progression of Learning
– Subject 2.0sstrands
content
Year 7 Year 8 Year 9 Year 10 Year 11
Autumn block 5 Spring block 4 Spring blocks 2/3 Spring block 5 Spring block 6
• Interchange between • Revise and extend Y7 • Revise and extend Y7/8 • Revise and extend KS3 • “Show that” problems with
fractions, decimals and coverage coverage content percentages
percentages up to 100% • Percentage increase and • Reverse percentages • Simple and compound
Additional Higher content decrease • Financial maths interest Summer block 1
• Explore over 100% • Using multipliers Additional Higher content • Finding original values • Revision
• Express one quantity as a • Repeated percentage • Repeated percentage
Spring block 3 percentage of another, change change
• Find percentage of compare two quantities
Percentages
amount using mental and using percentages Summer block 2
Number:
calculator methods (up to • Work with percentages • Revisit conversions and
100%) greater than 100% non-calculator methods
Additional Higher content Additional Higher content
• Explore over 100% • Finding the original after
percentage change
KS3 National Curriculum KS4 National Curriculum
• Define percentage as ‘number of parts per hundred’, interpret percentage changes as a In addition to consolidating subject content from key stage 3,
fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of pupils should be taught to:
another, compare two quantities using percentages, and work with percentages greater than • set up, solve and interpret the answers in growth and decay
100% problems, including compound interest
• interpret fractions and percentages as operators
• solve problems involving percentage change, including: percentage increase, decrease and
original value problems and simple interest in financial mathematics
15 © White Rose Maths 2019Bearing in mind… • This is not a “one-size-fits-all” model • You know best where your pupils are, what they may have missed, what strengths they have • Adapt to suit your needs • Government guidance
©White Rose Maths
©White Rose Maths
Assessment
• Incorporate use of mini-whiteboards
• Use low floor, high ceiling tasks
• Use reasoning questions
PRIMARY – Free downloadable Reasoning and Problem Solving Questions
SECONDARY – Free downloadable Exemplar Questions
You can use questions from/for any year groupRosie says,
To find equivalent fractions, whatever
you do to the numerator, you do to
the denominator.
Using her method, here are the equivalent fractions
4
Rosie has found for
8
4 8 4 6 4 2 4 1
= = = =
8 16 8 10 8 4 8 5
Are all Rosie’s fractions equivalent?
Does Rosie’s method work?
Explain your reasons. 20 © White Rose Maths 2019Rosie says,
To find equivalent fractions, whatever
you do to the numerator, you do to
the denominator.
Using her method, here are the equivalent fractions
3
Rosie has found for
9
3 6 3 4 3 2 3 1
= = = =
9 18 9 10 9 8 9 3
Are all Rosie’s fractions equivalent?
Does Rosie’s method work?
Explain your reasons. 21 © White Rose Maths 2019Investigate the conjecture.
To find equivalent fractions, whatever
you do to the numerator, you do to
the denominator.
22 © White Rose Maths 2019Are these statements true or false?
4 8 4 6 4 2 4 1
= = = =
8 16 8 10 8 4 8 5
Explain how you know.
23 © White Rose Maths 2019Assessment • Incorporate use of mini-whiteboards • Use low floor, high ceiling tasks • Use reasoning questions • Get pupils talking to each other about maths again • Develop mathematical vocabulary/reasoning
Resources to support • You can still use ‘home learning’ videos and workbooks ➢ Small groups with TAs ➢ Independently in/out of class • Flashback 4 • Use end of block assessments creatively • Bear in mind the “Ready to Progress” criteria for primary, what the key topics are for secondary
Year 6
Year 6 Themed projects • Accompanied by videos and teaching slides • Can be completed independently • Teachers can use to plan from • Creative mathematical tasks ➢ Recap key curriculum areas ➢ Cross-curricular links ➢ Real-life links • Available from the start of May
Ingredients:
(makes 6 cupcakes)
55 g butter
55 g caster sugar
1 egg
150 g icing sugar
1 tsp vanilla extract
2
White Rose Bakery 300 g milk chocolate
Unit Ratio and
Four operations
conversions proportion
Fractions Percentages Money
Area, perimeter Nets of 3-D
Algebra
and volume shapesThinking ahead to 2021/2 • Continue to plan for closing the gaps • How can you use end-of-year assessments, alongside other evidence, to inform this planning • WRM will be providing topic-specific “catch up” materials starting from Summer 2021 • You will still be able to access/use recap material, recap steps, videos from other year groups if needed (any year group)
Key points • This will take time! • Don’t try to do everything at once • Focus on key steps in learning • “Go slow to go fast” • Pupils’ confidence will grow • Use existing resources to support • Staff professional development • Keep in touch – please fill in the survey
Any Questions?
Thank you
White Rose Maths
@WhiteRoseMaths @WRMathsSec
www.whiterosemaths.comYou can also read
