For Y3 and Y4 teachers who wish to enhance their own maths subject knowledge. There will be a focus on developing ‘teaching for mastery’ approaches and the ‘five big ideas’. Consequently, teachers in schools involved in the ‘teaching for mastery’ work groups, this year or last, should find these sessions particularly useful.
Cathryn is Teaching for Mastery Lead for Salop & Herefordshire Maths Hub; an associate adviser for Shropshire (Primary mathematics); and lecturer for the University of Chester's School Direct programme. She is also co-author of Edge Hill University's Maths Specialist Teacher programme.
This work group aims to help primary teachers improve their knowledge of primary mathematics content (subject knowledge) with a particular emphasis on mathematical structures in key areas. Teachers will also develop their understanding of the background pedagogy (how children learn the maths) so that their teaching can be more effective. Approaches explored during the work group will be consistent with teaching for mastery. It will contribute to a national project, with participation across the Maths Hubs Network in England, which aims to refine and perfect an SKE improvement model that maximises effective teaching.
Teachers will develop a greater awareness of how pupils learn and how teaching should best align accordingly. They will gain a deeper understanding of the principles underpinning teaching for mastery, and a belief that all children can succeed.
Teachers will demonstrate elements of changed classroom practice and be able to design lessons that include better questioning and more opportunities for mathematical talk. As a result, school lesson planning formats and calculation policies are more likely to align coherently with teaching for mastery.
Pupils will benefit from increased opportunities to explore concepts in more depth, and to develop a greater understanding of the connections in mathematics. They will be more confident in their mathematics and be able to explain their reasoning using appropriate language. Enjoyment and motivation to succeed will be seen in the classroom.
An ambition is to have professional learning processes embedded in the schools. There should be a sustainable PD cycle for teachers that is more school-based and less reliant on courses.
To develop specialist subject knowledge; pedagogical knowledge; and greater confidence in teaching specific aspects of maths in lower Key Stage 2, namely:
Participation in two one-day workshops and completion of a gap task between the workshops.
Cover costs of up to £180 per day will be paid for teachers in their first two years of teaching.