Primary Maths and SEND
SENCOs from each school will attend 1 full day and 3 half day development meetings.
The project aims to develop a systematic and coherent approach to SEND provision as part of the whole school’s mastery curriculum. Key features of teaching for mastery and implications for SEND pupils, as well as approaches to supporting pupils to develop counting and number sense, will be explored.
The project combines face-to-face training with structured in-school gap tasks, readings and activities.
Becoming 1stClass@Number: A Year 1 intervention
Becoming 1stClass@Number is a KS1 mathematics intervention for children in Year One. It can also be used to support children in Reception during the summer term. It supports children who are working below age-related expectations and who need further support.
The programme has been developed through Edge Hill University and is part of the Every Child Counts suite of interventions.
Becoming 1stClass@Number offers children a rich and varied learning experience where lessons are engaging, active and fun, and include a wide range of games and practical activities. The mathematics teaching and learning in Becoming 1stClass@Number has been carefully structured to develop and deepen children’s number sense in relation to numbers up to 20.
Teaching for Mastery Lesson Design
Refining understanding of good lesson design, and being able to use resources well, is a crucial element in developing teaching for mastery. Teachers in this Work Group will work together to plan exemplar lessons (drawing on new Mastery Professional Development Materials produced by the NCETM and Maths Hubs, and other sources of mastery resources for the classroom including textbooks) and in so doing will improve lesson design across their school.
The project will also make use of the planning guidance created in previous projects to update and extend it, and it will be informed by the work of the ‘Planning opportunities for Greater Depth’ project in 2017/18 and 2018/19.
Participants should gain a deep understanding of the elements of effective lesson design and how the big ideas of mastery influence this, particularly regarding small steps of learning. They will be able to make good decisions about what to include or leave out, and when to supplement the materials with their own.
Teachers are expected to share their learning with others teaching maths in their school, and that this will influence the whole school’s maths lesson planning.
Teacher and Teaching Assistant Training
We are pleased to offer free professional development sessions for both teachers and teaching assistants.
Teachers registered for the training will need to attend each of these afternoons, exploring topics including fractions, addition and subtraction, and multiplication and division in depth. Participants will gain a deeper understanding of these topics and practical ideas to put into practice in the classroom. There will be intersessional learning tasks planned between each session.
The teaching assistant professional development training has a similar structure to the teacher model.
This Work Group will consider different models of intervention in a teaching for mastery context to ensure that mathematics teaching has maximum impact for all children. Teachers and leaders participating in this project will further their understanding of teaching for mastery by using case studies and research to inform their practice.
They will trial an intervention model of their choice in school and will document their observations to share with others as part of the national project. There will be termly meetings for participants in this Work Group with the potential for some bespoke support in participants’ own schools.
Mixed age planning in the context of teaching for mastery
This Work Group 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. Participants will explore current work and case studies from the innovation Work Groups which have previously looked at this issue.
Teachers will be able to engage with the approaches in their own schools and evaluate the impact on pupils. The Primary Mastery Professional Development Materials will underpin the work and provide a structure for planning.