Lesson Design - planning for all learners
Two teachers, who have an understanding of Teaching for Mastery, per school (to include the Maths Lead)
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.
Intervention in a Mastery Context
The programme is for experienced teachers and teaching assistants in KS2 who work with the same class and share an interest in teaching mathematics.
• The programme will support participants in considering different models of intervention in a mastery context to ensure that mathematics teaching has maximum impact for all children.
• Schools will trial a model of their choice and will document their observations to share with others.
• Participant teachers and teaching assistants will further their understanding of teaching for mastery
• Exploring how the ‘Five Big Ideas’ of Mastery can support pupils working below ARE
• Considering the role of intervention
• Diagnostic Assessment – theory and practice
• Number Sense and Fluency (addition/subtraction)
• Review and feedback from gap task
• Exploring procedural variation and implications for intervention
• Managing intervention groups
• Number Sense and Fluency (multiplication/division)
• Review and feedback from gap task
• Exploring conceptual variation and implications for intervention
• Number Sense and Fluency (place value)
• Case studies / next steps
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.
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.
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.
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.
Y5 - 8 Continuity
The project aims to improve communication between Key Stages 2 and 3 by taking an aspect of the mathematics curriculum or a pedagogical approach as the focus for the work.
Teachers from different phases work together collaboratively to develop a consistent approach to their chosen aspect through discussion, joint lesson design and delivery, observation and the development of documentation to support continuity. As a result, channels of communication are established and there is an increased focus on curriculum and pedagogical continuity at key transition points which supports children as they move from KS2 to KS3.