The primary maths forum has been established to provide an avenue of communication for schools to share ideas about what they need in order to improve mathematics teaching and learning. Key updates and news from forum members is also fed back during collaborative maths leader meetings. The forum is facilitated by a senior education improvement adviser and currently consists of two teachers from each collaborative and a representative for the special schools.
The forum meets for a half day each term and identifies key areas for support and, where appropriate, collates or produces materials to support schools. Outcomes are reported to SSSAB on a regular basis.
[The attached handbook has been updated - 13/05/2019 @ 14:00]
This handbook provides key information about the statutory moderation processes at early years foundation stage and key stages 1 and 2. It does not replace statutory guidance but provides a local context. Revisions include:
- changes to KS2 meet the moderator date
- clarification around processes where insufficient evidence is found at KS1 and 2
- further clarification within the local agreement
- further clarification about the LA quality assurance process
Through consultation with schools, and question level analysis of 2017 and 2018 KS2 SAT papers, the primary maths forum identified the need for support with the teaching of fractions. The fractions domain has been divided into separate key areas which include
- Counting in fractions
- Recognising and identifying fractions
- Comparing and ordering fractions (incl. equivalence)
- Adding and subtracting fractions
- Multiplying and dividing fractions
For each key area, a variety of ideas are presented illustrating how concrete resources/ manipulatives can be used in teaching progressively from year 1 to year 6, as well as pictures and images and abstract representations for each concept.
These materials were produced by the Solihull primary mathematics forum following a questionnaire sent to schools, auditing Solihull primary schools’ needs.
Mathematics leads requested support for staff in assessing greater depth in mathematics. The decision was taken to initial provide exemplification for years one and four and to target three of the most difficult areas to assess at greater depth. Maths leads were asked to discuss with their staff which objectives were the trickiest to assess and this information was fed back to the forum. The three most popular objectives for each year group were selected and materials provided in these areas.
- Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
- Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems
- Recognise and name common 2D and 3D shapes, including 2D shapes [for example, rectangles (including squares), circles and triangles] 3D shapes [for example, cuboids (including cubes), pyramids and spheres].
- Complete a simple symmetric figure with respect to a specific line of symmetry.
- Recognise and show, using diagrams, families of common equivalent fractions.
- Count backwards through zero to include negative numbers
Updates and changes
These pages are updated regularly and should be used as the main source of information. Printed versions should be used with care as they can become out of date.