White Rose Maths Conference 20191st July 2019 | 9.00am - 3:00pm
Welcome to the 2019 White Rose Maths Summer Conference. We are really excited to welcome you to our celebration of maths!
Join us in London on the 1st July where we have a fantastic high profile Keynote Speaker lined up to open the event, followed by an excellent selection of workshops to choose from.
We're planning an exceptional day to inspire you and create some real #LightbulbMoments!
BOOK EARLY to avoid disappointment
Take advantage of our Early Bird offer – 20% discount off the standard ticket price! Our discount reference code: CONF2019 will automatically be applied when you click on the link to the right to book your place.
Offer applies until 30th April 2019.
Once you have booked your place we will shortly email you a link to a web form where you can register your workshop preferences.
New York Times best-selling author and Disney Teacher of the Year, Ron Clark will be opening our conference and sharing his inspirational teaching. Known to many as “America’s Educator”, Ron started out as a Maths teacher pioneering innovative projects in maths education from rural North Carolina to inner-city New York, and now heads one of the most exciting schools in the World, The Ron Clark Academy.
Caroline Hamilton is the Head of White Rose Maths, based within Trinity MAT. From the moment that she first began teaching, Caroline was driven by the belief that everyone can succeed in maths, and over the years, nothing has changed her mind on this. Passionate about helping others to share her love for maths and education, Caroline works with a passionate team of maths specialists to help fulfil their vision that every teacher of maths can be a world class teacher of maths. Something Caroline takes pride in is that the whole team, including herself, still teach on a day to day basis. This helps ensure what White Rose Maths produce truly makes a difference in the everyday maths classroom.
This workshop examines how unpicking the underlying structure of mathematics can enable children to access word problems more readily.
We discuss how key questions, the use of concrete-pictorial-abstract approaches and adopting clear strategies can support all learners to access word problems as well as challenging children to think deeply.
The workshop will provide you with strategies and approaches you can develop straight away in the classroom to both support and extend children’s learning and thinking.
“Maths Anxiety – is it genuine?” This is the first question people will often ask in relation to Maths Anxiety. It is real, and with a significant proportion of children suffering from it, it’s time to face the problem.
What is Maths Anxiety? How does it affect learning? What can we do to build confidence and resilience? What practical strategies can we use in the classroom to break the Maths Anxiety cycle? What have we tried, what’s worked and why?
These are just some of the questions we will be answering in the workshop.
Fluency is at the bedrock of our understanding of mathematics, but yet it is still one of the biggest factors stopping children from becoming fantastic mathematicians. In this session, we will look at how to break down some of these barriers and unpick why some times tables are so tricky.
This session explores all the White Rose Maths resources available to support teaching at KS3.
We will look at how the schemes support the use of the CPA approach, and how our interactive whiteboard files aid their use in the classroom. We will also explain why a small step doesn’t necessarily equate with one lesson, how to incorporate fluency, reasoning and problem solving throughout and how our assessment supports future planning.
In this session, we will look at the brand new Reception schemes of learning. We will consider how to plan from the schemes, considering both teacher-led maths and developing provision areas to enhance mathematical opportunities.
We will also look at other resources available to support the schemes including considering the use of concrete manipulatives within EYFS. Finally, we will also look at how the WRM schemes support assessment within EYFS to build up a full picture of a child’s mathematical understanding.
This session will be delivered by Lead Sponsor.
Learning by Questions (LbQ) complements White Rose Maths. This workshop is designed for both teachers and leaders of mathematics. You will experience a practical, hands-on session with live feedback, automatic marking, differentiation and real-time lesson analysis during maths mastery lessons.
LbQ is a classroom app filled with more than 1,100 curriculum aligned Question Sets covering understanding, fluency, reasoning and problem solving and 50,000 questions with immediate pupil feedback to supercharge learning. LbQ reduces teacher workloads with automatic marking and real-time lesson analysis to support effective interventions and verify learning as it happens.
Each attendee on the day will receive a free reference book worth £25.00 and can register for a free account with access to 50,000 questions.
A workshop designed for both teachers and leaders of mathematics, where we will delve deeper into unpicking the true meaning of what ‘Mastery’ looks like within the EYFS/KS1 classroom.
The session will look at how teachers can develop a ‘Mastery’ approach to teaching. We will consider how to use assessment for learning techniques purposefully to maximise progression, and how effective differentiation can be used to support the teaching of all pupils.
Practical and thought-provoking, practitioners will feel inspired to put what they learn into practice the very next day, as well as to share the many #LightbulbMoments with their colleagues back at school.
Children love to spot patterns, but finding the pattern is only the beginning. In this session we will focus on developing children’s reasoning through the exploration of mathematical patterns.
We will look at how we can use patterns to make predictions and generalisations. We will also explore the use of concrete manipulatives and algebra to explain why these patterns arise.
“What’s the same, what’s different? What has stayed the same? What has changed?” These are all questions which engage pupils into deeper thinking about concepts. We often know what we want our pupils to learn, but how do we address the key learning points through refined questioning? This session will uncover key learning points, highlight misconceptions, and enable learning to move forward.
The importance of using multiple representations to support mathematical understanding is well established. This session explores whether the correct order for introducing ideas always has to be concrete, then pictorial and then abstract, as well as examining how representations sit alongside each other.
There will be lots of examples of using representations in the classroom and plenty of ideas you can take back and use in school.
Although the session is aimed at KS3/KS4, the principles discussed are suitable for any key stage.
We’ve all experienced instances where a student insists that they’ve never learned this topic before, when in fact you taught it to them last year! As we know, what’s really happened is they haven’t retained this knowledge, so what can we do to help protect against this loss of learning?
In this session, we will look at how we can plan our lessons to increase storage strength of new information. We will also look at how we can, over the long term, optimise the retrieval strength of new information. We will discuss practical ideas that are highlighted as effective practice in the EEF ‘Improving mathematics in Key Stages Two and Three’ guide for effective mathematics teaching, and are discussed in the Overview of Research underpinning the new Ofsted Education Inspection Framework.
How long should a small step take? Do I have to teach them in order? Should I do the Reasoning & Problem Solving after the Fluency? How do I differentiate effectively?
This session unpicks some of the common misconceptions when using the White Rose Maths Schemes. See how a small step can be used to create a learning journey in both KS1 and KS2, and then have the opportunity to create your own ready for the start of next September.
In this session, we will look at how we can support children to develop early number sense. Number sense is vital as it supports children to become fluent and flexible with numbers.
We will look at how we can develop number sense by focusing on subitising, composition of numbers, mental calculation and early problem solving. Throughout the session, we will consider how number sense can be developed in teacher-led sessions as well as through areas of provision.
How do we get children talking about maths? How do we address the creativity within the maths curriculum?
Using images can get children excited about maths, can get them asking questions and exploring concepts in creative ways. Linking to guidance from the EEF, this workshop looks in detail at three different ways to use images with children from Year 1 to Year 6. We look at where to find great resources and how to use them in class, as well as easy ways to create your own.
This hands-on workshop is a must see! You will be introduced to the most versatile, visual, concrete manipulative that will change the way you feel about using the CPA approach in KS1 and KS2.
This packed session will transform the way you teach the times tables, mental maths, addition and subtraction, not to mention fractions and percentages.
You will be shocked and amazed at how this one tool can be the mess-free answer to children developing a deeper understanding of so many concepts. Join in on the rekenrek workshop and you too will be singing the praises of this simple tool!
We are excited to bring you a hands-on workshop focused on using algebra tiles with KS3 and KS4 students. Part of the session will be modelled like a lesson to help you transfer skills you learn directly into the classroom the next day!
We will explore expanding and factorising in depth, but also touch on other topics algebra tiles can be invaluable for. We are looking forward to seeing you there for plenty of #LightbulbMoments!
A workshop designed for both teachers and leaders of mathematics, where we will delve deeper into unpicking the true meaning of what ‘Mastery’ looks like within the KS2/KS3 classroom.
The session will look specifically at how teachers can develop a ‘Mastery’ approach to teaching and use their assessment for learning techniques purposefully to maximise progression. We will also consider how effective differentiation can be used to support the teaching of all pupils.
Practical and thought-provoking, practitioners will feel inspired to put what they learn into practice the very next day sharing the many #LightbulbMoments with their colleagues back at school.