MRB-2429

Maths – Removing the Barriers!​

Welcome to the hidden web page for ‘Maths – Removing the Barriers!’ The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, many delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!

 

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

  • Other resources
    • 1 set Cuisenaire rods
      • We will be talking about this great resource in the session. If you have a set of them in school, have them to hand; if you don’t, this resource might make a useful substitute.
    • 6 small counters

Course evaluation

Please submit your course evaluation here

 

Slides and Handout

 e_handout_Maths_Removing_Barriers.docx

ILN_CPD_Maths_Removing-the-Barriers

Handout_ILN_CPD_Maths_Removing-the-Barriers 

 

Resources

Dodecagon clock template

Dodecagon clock hands

Ranking activity

‘Cuisenaire rods can be purchased directly from the Cuisenaire Company. They produce the original, larger sets and mini-sets. The larger sets are vital for some activities, such as moving into teens numbers where you require many more orange rods. However, the mini-sets are more suited to larger numbers of pupils all using Cuisenaire at the same time, being of a more practical size for school tables. They are also useful for pupils who may require permanent access to a set. Replacement Cuisenaire rods can also be purchased separately.

The important factor to consider when purchasing any rods from any manufacturer, is ensuring that they are stored in sectioned trays, rather than jumbled in a bag. Properly sectioned trays give better visuo-spatial support in understanding the relative size of the different rods, as well as creating greater likelihood that rods will not be lost! They must also conform to the original colours of Cuisenaire, to ensure consistency. A really good value mini-set that meets these criteria can be purchased from Viga; they do a lovely wooden set with 6 orange rods, stored in a sectioned tray, with a Perspex slide lid.’

Cuisenaire full sets and mini sets of rods, plus replacements, can be purchased at:

Cuisenaire

Cuisenaire – replacement rods

Viga mini sets of rods can be purchased at:

Viga rods

The Video


Setting up and getting the most from your in-house CPD training session
The videos (which can be streamed below) enable school leaders to provide high quality in-house CPD digital training to staff with maximum impact and flexibility, and minimal preparation and cost.

Following the simple tips below on setting up and printing/collecting resources, will help to ensure your training runs smoothly and has the greatest impact on future practice.

Guide to setting up and getting the most from your video CPD training session

You can decide whether you want to present your training during one half-day INSET session (2 and a half hours); or two shorter sessions (1 hour and 15 minutes each), perhaps covering two staff meetings.
The video is presented in two parts below, allowing flexibility to suit your requirements:

Inclusive Learning North Ltd. are identified as the copyright author of this video and/or DVD (including its soundtrack and any other related content). Our copyright terms are that attending delegates are free to use the materials within their own school only and are authorised to show this video internally for educational use only. Any unauthorised broadcasting, public performance, copying, re-recording or transferring to other establishments will constitute an infringement of copyright. Selling, hiring, copying, lending or transfer without prior written consent prohibited. Permission must be obtained before redistributing.

Ronit Bird

Ronit Bird instruction videos can be found on You Tube. Just Google You Tube, then search Ronit Bird. You can subscribe to her page.
The Story of 8 can be found at:

You Tube – The Story of 8

Following her visit to the ‘Maths – Removing the Barriers’ course, Sue Poirrette, who attends our Sandbach group, prepared this times tables template for her staff. She has very kindly offered it to be shared with others in the Inclusion Forum. Thank you Sue.​

Times Tables Template

Planning Strategies Using Cuisenaire®

Understanding_QFT_Cuisenaire_Strategy_template

Example Count in 2s FW and BWD to 20

QFT_Cuisenaire_Strategy_template

References

Bird, R., 2013. The Dyscalculia Toolkit. London: Sage.

Bird, R., 2014. The Story of 8. [Online]
Available at: Story of 8​
[Accessed 11th January 2017].

Bruner, J. S., 1974. Toward a Theory of Instruction. New ed. s.l.:Harvard University Press.

Chinn, S. J., 2011. The Trouble With Maths: A Practical Guide to Helping Learners With Numeracy Difficulties. 2nd ed. London: Routledge.

Dyscalculia. 2003. [Film] Directed by M Sharma. Berkshire Mathematics: BBC.

Educational Solutions (UK) Ltd., 2016. The Cuisenaire Company. [Online]
Available at: Cuisenaire
[Accessed 31st October 2016].

Emerson, J. & Babtie, P., 2013. The Dyscalculia Assessment. 2nd ed. London: Bloomsbury.

Emerson, J. & Babtie, P., 2014. The Dyscalculia Solution. London: Bloomsbury.

Gattegno, C., 1970. Mathematics Textbook 2. New York: Educational Solutions.

Gattegno, C., 1970. Mathematics with Numbers in Colour: Book 1. Reading: Educational Explorers Ltd..

Henderson, A. & Chinn, S., 2005. Dyslexic pupils and the key objectives of the National Numeracy Strategy. In: G. Reid & A. Fawcett, eds. Dyslexia in Context: Research, Policy and Practice. London: Whurr Publishers, pp. 288-303.

Henry, L., 2012. The Development of Working Memory in Children. London: Sage Publications.

Holt, J., 1982. How Children Fail. s.l.:Penguin.

Holt, J., 1983. How Children Learn. Revised ed. New York: Lawrence.

Learning Resources, n.d. Exploring Mathematics. King’s Lynn: s.n.

Maths No Problem!, 2016. Every Child Can Master Maths. [Online]
Available at: Maths no problem
[Accessed 11th January 2017].

Phillips, S., Kelly, K. & Symes, L., 2013. Assessment of Learners with Dyslexic-type Difficulties. London: Sage Publications.

The Cuisenaire Company, 1963. Mathematics with the Cuisenaire Rods: Notes for the Teacher. Fishguard: Educational Explorers.

The Cuisenaire Company, 2014. A Newcomers Guide to the Cuisenaire Rods. Fishguard: Educational Solutions Ltd..

Further Information and Resources

Every Child Counts & Edge Hill University, 2017. [email protected] [Online]
Available at: Success at arithmetic
[Accessed 11th January 2017].

Mathematics Mastery, 2017. Mathematics Mastery. [Online]
Available at: Mathematics mastery
[Accessed 11th January 2017].

Maths No Problem!, 2016. Every Child Can Master Maths. [Online]
Available at: Maths no problem
[Accessed 11th January 2017].

National Centre for Excellence in the Teaching of Maths NCETM

[Accessed 16th January 2017].

NRICH, 1997-2017. Cuisenaire Environment. [Online]
Available at: N rich maths
[Accessed 11th January 2017].

Oxford University Press, 2017. Inspire Maths!. [Online]
Available at: Inspire maths
[Accessed 11th January 2017].

STEM Learning Ltd., n.d. STEM Learning Resources. [Online]
Available at: STEM learning resources​
[Accessed 11th January 2017].

MOOSEP-QFT21

Inclusive Learning CPD Quality First Teaching for All

E-HANDOUT Quality First Teaching for All

Course Resources:

Digitspan

Inclusive lesson plan

Inclusive lesson plan_example

PRIME NUMBERS

primenumbersbanner

 

Further Resources:

Cognition and Learning Provision Map

Communication and Interaction Provision Map

Questioning templates

Sensory Physical Provision Map

Social Mental and Emotional Health Provision Map

Spelling and handwriting practise sheet

 

Further Reading:

http://www.idponline.org.uk/

Corbett Supporting Inclusive Education

Exploring_Inclusive_Pedagogy

Florian What Counts as Evidence of Inclusive Education

Inclusive Practice Report

What-makes-great-teaching-FINAL-4.11.14

Memory-14080409-9128

Inclusive Learning CPD Putting the Memory to Work

e-handout Putting the Memory to Work

Digitspan

Working-memory-and-learning-diffculties

amanda-tocci-slides

Is Working Memory the New IQ

Working memory capacity – facets of a cognitive ability

Working memory capacity explains reasoning ability

LINKS:

York University Working Memory Training: http://www.york.ac.uk/res/wml/working%20memory%20training.html

Pearson Online Working Memory Week 2014: http://www.pearsonclinical.co.uk/NewsandEvents/Events/online-working-memory-week.aspx

Cogmed demo: http://mycogmed.com/

Cogmed Home Page: http://www.pearsonclinical.co.uk/Cogmed/Cogmed-Working-Memory-Training.aspx?tab=1

Research around adaptive memory training programs: http://www.pearsonclinical.co.uk/Cogmed/Cogmed-Working-Memory-Training.aspx?tab=7

Working Memory Checklist for informal assessment: http://www.cogmed.com/working-memory-checklist

Meemo: http://www.risingstars-uk.com/series/memo

Memory Fix: http://www.specialdirect.com/shops/sd/Products/PD3029753/Memory-Fix/

Visual and auditory memory skills books from LDA: http://www.ldalearning.com/showpage.aspx?id=children-with-dyscalculia-resources

Talking Tins: www.talkingproducts.com

Maths Watch: www.mathswatch.co.uk

Memory

Putting the Memory to Work!
Practical strategies to identify children’s difficulties with working memory, strengthen the use of their working memory capacity, and make learning more accessible for them

 

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.

Session 1

Build_a_brain – electronic activity designed to be downloaded to a device

WM_assessments

WM_Interventions

Session 2

QFT working memory

Have 4 coloured pencils/ highlighter pens to hand, each of a different colour (red, orange, blue and green if you have them)

 

Course evaluation

 

Slides & handouts

Session 1:

Session 2:

 

Resources and web links

QFT_Working_Memory

Assessing_WM_Components

Classroom_Practice_Tool

N_back

Digitspan

Example strategy using expanded noun phrases

Blank QFTS template

Understanding QFTS

Cogmed: Cogmed

Memory Fix: Buy Memory Fix Games And Activity Kit | TTS (tts-group.co.uk)

https://www.tts-group.co.uk/memory-fix-games-and-activity-kit/1005842.html?cgid=Primary%3ASEN%3ADyslexia%3AMemory_Sequencing

Visual and auditory memory skills books from LDA:

Visual memory skills from LDA

Auditory memory skills from LDA

 

Talking Tins: www.talkingproducts.com

Target ladders: working memory and auditory processing

 

 

 

Further reading

Working-memory-and-learning-diffculties

amanda-tocci-slides

Is Working Memory the New IQ

Working memory capacity – facets of a cognitive ability

Working memory capacity explains reasoning ability

 

 

Course evaluation

 

 

Inclusive Learning Online Portal (ILOP)

Giving Every Teacher the Confidence to be the Teacher of SEND

  • Lesson strategies that promote inclusive teaching and learning in mathematics and English for all pupils, including those with SEND
  • Evidence-based intervention strategies to support gaps in attainment and promote catch-up
  • Strategies rooted in specialist teaching techniques and influenced by latest evidence of what works, adapted for mainstream and intervention classes
  • Printable resources with every strategy
  • Animated PowerPoint slides provided
  • 15% discount on mathematical Cuisenaire® rods
  • Guidance, tools and access to advice for SENCOS
  • Continually up-to-date and relevant
  • The cost is just  £1 per pupil per year

Imagine if an online portal existed with a wealth of guidance, tools and access to advice for SENCOS.

Imagine if it were a place where teachers could have unlimited access to High Quality First Teaching Strategies, giving every teacher the confidence to be the inclusive teacher of all pupils, allowing access and participation by all and ensuring excellent pupil progress.

Imagine if it included a wealth of evidence-based intervention strategies targeting specific objectives of the curriculum that children have not yet mastered.

Imagine if it was offered at a price that any school could afford – large or small!

Click here for more information

Inclusion Forums 2021-2022

Summer term 2022 Inclusion Forums

…scroll down for 2022-23 academic year.

Inclusive Learning morning CPD and afternoon SEND Forums

Outline agendas:

 

Summer Term 2022

Morning CPD Course:

Emotion Coaching

Developing social & emotional communication skills

Presented by Cole Andrew

 

 

Aims of the course

  • To promote positive behaviour, wellbeing and resilience in children and young people
  • To understand how to support children and young people to become more emotionally literate
  • To explore an evidence-based toolkit that offers an alternative to behaviourist approaches
  • To better understand what children and young people’s behaviour communicates and how to effectively respond to it

Target audience

  • Early years, primary and secondary leaders
  • Designated Mental Health Leads
  • Behaviour and pastoral leads
  • Specialist Provisions
  • SENCOs
  • Teachers and teaching assistants

Overview

This course offers an introduction to Emotion Coaching, developed by the Gottman Institute. Emotion Coaching (EC) is a universal communication strategy which supports children and young people to self-regulate and manage their stress responses. Originally noticed as an effective way parents communicated with their children around challenging behaviours; Emotion Coaching has been shown to be highly successful in educational settings too.

The course includes straightforward descriptions and practical tips, with signposting to resources and case studies to illustrate its practical application in educational settings. It supports adults to promote empathetic responses to challenging behaviours and situations, helping children and young people to understand their emotions and learn to manage them and their behaviour in the longer-term.

Delegates will leave this course equipped with sufficient understanding to effectively apply some of the principles of Emotion Coaching into their practice and settings. Delegates will also have opportunity to register for the full 2-day accredited course* delivered in the autumn term, receiving a 10% discount on the course price.

*The 2-day accredited course will be offered at a choice of venues and online. The 10% discount offer is only for bookings made on or before 31st July 2022.

 

Booking details, dates, venues & on-line here

 

Afternoon SEND Forum:

‘It’s the Relationship that Heals’ (Yalom, 2012)

Fostering a relationships policy

Presented by Zena Martin and Cole Andrew

 

 

Aims of the course

  • To build understanding of the power of relational practice in securing a culture of strong and effective learning behaviours
  • To help leaders evaluate the effectiveness of their own relational practice
  • To support leaders in staff development in relational practice

Target audience

  • SENCOs & other leaders of SEND across all phases
  • Designated Mental Health Leads
  • Teachers and leaders in specialist schools and settings
  • Behaviour and pastoral leads

Overview

‘A strong focus on relational practice’ has been identified as a significant contributor towards an inclusive and nurturing school (RSA, 2021). This is particularly critical for children and young people experiencing trauma and adverse childhood experiences.

Case studies of settings that adopt such practices and policies are demonstrating positive outcomes for pupils, along with high standards of learning and behaviour.  Most settings can identify embedded elements of strong relationships among the school community, but some have taken this a step further on to embed relational practice more explicitly into every aspect of the curriculum and culture, challenging previous behaviourist approaches.

In this session, delegates will analyse the elements of their own practice that are already contributing to positive learning cultures, examine case studies and come away with staff development tools to support the journey towards inclusive and nurturing practice.

This session is for you if…

  • You feel your current behaviour policies are not working for all pupils
  • You are seeing increase in the number of pupils struggling to self-regulate and expressing themselves through challenging behaviour
  • You want to achieve positive outcomes post-lockdowns

 

Plus, all our usual SEND updates including:

  • My SEND Issue…

SEND Review: Right Support, Right Place, Right Time

A critical analysis of the proposed future national standards for SEND provision 

  • Next Steps in SEND

Up for debate! Developing understanding and responses to the SEND Green Paper

Plus…Advice and support to prepare leaders for future change and development

 

Booking details, dates, venues & on-line here

 

Venues & dates:

 

Prices (unchanged since 2014!!):

Booking Form 2022

Booking details, dates, venues & on-line here

 

Academic year 2022-2023

Next year’s headline agendas:

To book:

Booking form

Inclusion Forums

Summer Term 2015

Our Summer Term morning CPD course features:

The afternoon SEND Forum will feature:

Delving into Data, P-Scales plus all the usual updates and next steps for SEND.

Summer Term Agenda below:-

Summer Term Venues and Dates below:-

What delegates have said about our Inclusion Forums so far:

“Fabulous – loved this course. Thank-you – I feel inspired and invigorated” – Deputy Headteacher and SENCO, St Helens.

“Very inclusive, well presented and enjoyable. Informative. Good balance of activities and well resourced” – SENCO, Wakefield.

“Thank you for a very informative afternoon. Good to come away from a SEN course less confused than when I arrived for once” – SENCO, Calderdale.

“A super day….extremely useful! Enlightening!” – SENCO,  Halton

“An inspirational day” – Deputy Headteacher, St Helens.

“Loved it – really made me realise how I can support children and families etc. much, much, much better” – Headteacher, Blackburn.

“Fantastic course. Can’t wait for the next one.” – SENCO, Sefton

“Cannot put a value on this….brilliant professional development” – SENCO, Oldham

English Martyrs TA Inset

​​​English Martyrs TA inset page:

ILN_CPD_TAs_Frontline_of_Learning

Museum Corners

A word to the wise

Explanations

Learning the Cello

Learning to Talk

Messing About

Responding to Mistakes

Further Reading

How Do Teachers’ Expectations Affect Student Learning

The impact of attitudes and aspirations on educational attainment and participation

Whats the evidence on class size

Individualised instruction

The Impact of Digital Technology on Learning

Resources

Questioning templates

Charlestown TA Inset

​​Charlestown TA inset page:

ILN_CPD_TAs_Frontline_of_Learning

Museum Corners

A word to the wise

Explanations

Learning the Cello

Learning to Talk

Messing About

Responding to Mistakes

Further Reading

How Do Teachers’ Expectations Affect Student Learning

The impact of attitudes and aspirations on educational attainment and participation

Whats the evidence on class size

Individualised instruction

The Impact of Digital Technology on Learning

​Resources

Questioning templates

Assessment Resources

Maths Key Objectives

Reading Key Objectives

Writing Key Objectives

Primary Assessment: where we are so far Ramblings of a Teacher

Year 1 Tracking

Year 2 Tracking

Year 3 Tracking

Year 4 Tracking

Year 5 Tracking

Year 6 Tracking

0914-listoforgsundercontract-sept2014 (2)

Hampshire’s guide for completing SEN information report (2)

Guide-to-Standardised-Tests

Inclusive Learning CPD So What Does That Tell Us

Scaled Scoring presentation (2)

SEND Forum Spring 2015

Using the Inclusion Expert Provision Map