Maths Hub

Maths Hub

Primary TfM Embedding Work Group

  • Published in Primary

 

Primary TfM Embedding Work Group

(Continuing on from Primary Teaching for Mastery)

Overview

This Work Group is a part of the continuing programme to embed the Teaching for Mastery approach. There is an expectation that all primary schools who took part in the Teaching for Mastery Work Group School programme 2018-19 will participate in this Work Group.

 

The programme will focus on two key areas:To embed a Teaching for Mastery approach in each classroom across the whole school and to secure a whole school approach to sustained change in mathematics For Teaching for Mastery to become embedded in schools there is a need to provide continued support for headteachers, senior leadership teams and maths leads.

 

In this Work Group, school leaders who have already begun to develop mathematics in their schools, will show a commitment to the Teaching for Mastery approach by taking on the responsibility for embedding change across the whole school and ensuring structures in place will support continued development of mathematics now and into the future.

 

 

 

SLE School Improvement Support Programme

 

Maths SLE School Improvement Support Programme

 

Overview

This project is aimed at our Local Leaders in Maths Education. These are the local leaders who have signed up to develop further in there role. Please see our LLME page to show you how to sign up.

The project aims to support mathematics SLEs in developing their approaches to mathematics school improvement work including drawing on the expertise of, and aligning more with approaches used in, the Maths Hubs Programme. It will provide a regional support programme for participants through three workshops and an online community

An essential aim of the Maths Hubs Network’s is to promote high quality, collaborative professional development for all teachers of mathematics. 

To achieve this aim it is important to ensure that there are enough people with the skills and capacity to lead, facilitate and support the professional development of leadership across school networks.

This programme is part of a strategy to support the development of LLME across the network. This programme is specifically designed to enable the SLEs in their role to develop leadership capacity and capability in the schools they support. The programme will develop LLME's skills in driving the improvement in mathematics, including developing the capacity of school leadership of mathematics, allow LLME's to gain knowledge and understanding of the challenges and barriers to school improvement in mathematics and how to tackle them and imporve on their knowledge and understanding of effective teaching of mathematics including teaching for mastery.

 

 

Specialist Knowledge for Teaching Mathematics Programme

  • Published in Primary

 Quote SKE Primary Teacher 18 19

Specialist Knowledge for Teaching Mathematics Programme 

 

Primary School Teacher

 

There is more to subject knowledge than being able to do the maths yourself. The Primary SKE Work Group develops primary teachers’ mathematical subject knowledge so they can understand, teach and support pupils effectively. A key focus is not only improving the participants ability to ‘do’ mathematics but also to ensure they have the appropriate pedagogical knowledge to teach their pupils well.

Work Groups will explore maths in depth, making connections between topics and concepts. Participants will also work collaboratively, led by a local leader of maths education (LLME) to develop deep and secure subject knowledge and appropriate pedagogy.

As a result of this project, participants will not only be able to ‘do’ mathematics but will also have the appropriate pedagogical knowledge to teach their pupils well. Teachers will develop both their knowledge about mathematics and knowledge about the teaching of mathematics, developing better pedagogy and being aware of how pupils learn and how to teach the content most effectively.

Classroom practice will develop through participants’ engagement with gap tasks between meetings, trying out activities with their pupils to promote understanding, reasoning and fluency. Planning for teaching, learning and assessing will be improved.

Cohort 1 Dates;

(all at Meadow View Primary School from 1.30 – 4.30pm)

Monday 4th November

Friday 29th November

Monday 13th January

Monday 10th February

Monday 23rd March

 

We are currently full for cohort 1 of Primary SKE!

 

We are planning to hold a cohort 2 for Primary Teacher SKE (this will go ahead subject to sign ups)

 

Cohort 2 Dates;

(all at Meadow View Primary School from 1.15 – 4.30pm)

 

Thursday 9th January

Thursday 6th February

Monday 24th February

Friday 27th March

Thursday  23rd April

 

 

Click Here to join Cohort 2!

 


 

Teacher Assistant 

 

The Teaching Assistant SKE project is designed to develop teaching assistants’ subject knowledge in maths so they can support children’s learning in the classroom and in small intervention groups.

Groups will explore maths in depth, making connections between topics and concepts. Participants will also work collaboratively, led by a local leader of maths education (LLME) to develop deep and secure subject knowledge and appropriate pedagogy so they are well-equipped to support pupils.


As a result of this project, participants’ skills and confidence in the maths classroom will be increased. TAs will develop knowledge of the pedagogy of maths teaching and understand how children think and where their misconceptions stem from. A greater awareness of the three aims of the National Curriculum (fluency, reasoning and problem solving) will be developed, and teaching assistants will understand the role that certain representations, models and manipulatives can play in the development of pupils’ understanding of number and calculation, particularly place value and proficiency. Those involved will get better at working within classes and with small groups of pupils; they will gain knowledge of practical ways to apply the skills and understanding developed during the programme.

 

Cohort 1 Dates;
(all at Meadow View Primary School from 1.30 – 4.30pm)
Tuesday 12th November 2019
Tuesday 3rd December 2019
Tuesday 21st January 2020
Tuesday 25th February 2020
Tuesday 24th March 2020

 

 Cohort 1 for Teacher Assistant SKE is now full!

 

We are planning to hold a cohort 2 for Teacher Assistant SKE (this will go ahead subject to sign ups)

 

Click Here to join Cohort 2!

 

Cohort 2 Dates;

(all at Meadow View Primary School from 1.30 – 4.30pm)

Thursday 14th November 2019
Thursday  5th December 2019
Thursday  30th January 2020
Thursday  27th February 2020
Thursday  26th March 2020

 

 


Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

 

 

 

Supporting GCSE Mathematics as a Post-16 Resit

  • Published in Post 16

 

Supporting GCSE Mathematics as a Post-16 Resit

 

Overview

This project will run again in 2019/2020. There are two broad aims for this project. First, to explore effective ways of teaching key content to GCSE resit students. Second, to explore effective ways of working with teachers of post-16 resit GCSE.

Quote GCSE Resit 18 19

 

  • Participants will deepen their knowledge and understanding of the curriculum demands of GCSE maths and their awareness of pedagogical approaches that best support students taking GCSE for the second time.

  • Participants’ departments will, through shared good practice, become more effective at teaching GCSE resit, for example by wider and more confident use of teaching approaches such as bar-modelling, multiplicative reasoning or realistic contextualisation.

  • Exploring the scope and content of a one-year SoW (effectively 8 months).

  • Increased localised support and collaboration between FE colleges, sixth form colleges and 11-18 schools.

 

 

 Register your interest in participating in this Work Group Here

 

 


Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

Secondary Teaching for Mastery

Secondary Teaching for Mastery Development Work Group

This Work Group is a continuation from the Work Group Secondary Teaching for Mastery Specialist. They will lead a Work Group in the third year of their programme to support two mathematics departments in developing their own practice and systems with regards to teaching for mastery.

Two teachers from each of two schools will become ‘Mastery Advocates’ within their own departments and will form the Work Group. They will work closely with a Secondary Mastery Specialist to understand the principles and practices associated with teaching for mastery and will begin to work with teachers within their own departments to embed these principles and practices. Work will initially begin in Key Stage 3, but it is intended that this will extend to Key Stage 4, certainly in the longer term.

 

 Secondary Teaching for Mastery Embedding Work Group

 

 Secondary TfM Embedding Work Groups are only for those departments who have already participated in the Secondary TfM Development work groups in 2018/19 and wish to continue their work and sustain and embed developments. The focus will be on constructing or refining a coherent development plan and supporting and leading the whole department in realising the aims of the development plan. The Work Group will be led by a secondary Mastery Specialist or secondary TfM Lead and will involve Mastery Advocates as participants. 

 

Y5-8 Continuity

 

Y5-8 Continuity

 

Overview

The project aims to improve communication between teachers of Key Stages 2 and 3 by focusing on Multiplicative Reasoning and the teaching of proportion. Quote Y58 18 19Teachers will work together collaboratively to review curent practices and explore evidence based best practice. Participants will conduct in-classroom activities followed by collaborative reflection and further development of common pedagogial strategies.

 

 

 

 

 

 


Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

Mixed Age Planning

  • Published in Primary

 

 

Teaching for Mastery Focused Issue Work Group:

Mixed Age Planning in the context of teaching for mastery

 

Overview

The project will involve the trialling and reviewing of a range of approaches to deal with the issue of planning for mixed age classes in a mastery context. The project will present current work and case studies from innovation work already carried out. Participants will be supported in engaging with approaches for their own school and evaluating the impact on pupils. The Primary PD Materials will underpin the work and provide a structure for planning. 

Please Note  It is expected that participating schools will have previously engaged in the Primary TfM Mastery programme. Schools who have not previously participated in the Primary TfM programme can apply to do so. The two programmes will run in conjunction with each other and support the development of Teaching for Mastery in schools with mixed aged classes. Schools who do not wish to engage in both programmes in 2019/20 will be expected to participate in the Primary TfM programme first and then join the Mixed Age work group in 2020/21.

 

 

 


Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

 

Intervention in a Mastery Context

  • Published in Primary

 

Teaching for Mastery Focused Issue Work Group:

Intervention in a Mastery Context 

Quote Intervention 18 19

 

Overview

 

This Work Group is a professional development workgroup that supports schools, teachers and teaching assistants at various stages of their adoption of a mastery approach to teaching mathematics. It develops participants’ understanding of the nature and practice of mastery and it explores effective intervention strategies, linked to class lessons, that enable struggling learners both to catch up and to keep up. It does not focus on a specific intervention programme.

 

Over three days spread over several weeks, we look at planning and managing intervention, including diagnostic assessment to ensure there is a clear understanding of pupils' needs, strategies to develop variation and ideas to support fluency. Gap tasks are designed to enable teachers and teaching assistants to put elements explored into practice and consider their effectiveness with their own pupils and in their own classrooms.

 

 

 


Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

 

Subscribe to this RSS feed