Newsletter Autumn 2021

Newsletter Autumn 2021

Welcome to our Autumn Newsletter 2021

COLLABORATE • ENGAGE • INSPIRE

 Hello again!

Welcome back for 2021/22

There are lots of exciting things happening across the
Hub, with a wide range of CPD available right through
from Early Years to Post 16.

This year our programmes will be blended combining
both online and face to face meetings.

OVERVIEW:

  1. Welcome back – Introducing
    our new Maths Hub Team
  2. What’s happening in 2021/2022:
    • Projects and Work Groups Overview
    • Secondary Teaching for Mastery Development
    • Secondary Non Specialist Teacher Programme
  3. Webinar: Steering the Ship Towards the ‘Golden Thread’ – Collaborative Planning using the latest Curriculum Prioritisation materials from the NCETM

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    School Development Lead Programme

    School Development Lead Programme

    School Development Lead Programme

    APPLY HERE for SCHOOL DEVELOPMENT LEAD PROGRAMME

    Overview

    Develop your approach to leading change in schools other than your own

    This project aims to support mathematics leads whose role is to lead change in a school or group of schools other than their own.

    Who can take part?

    The programme is for teachers leading change in a school or group of schools other than their own, and will benefit those who have previous experience of developing leadership capacity in schools/groups of schools or who are new to the role.

    What is involved?

    It will provide a regional support programme through a series of three days of workshops (face-to-face and online), practice development activities, and an online community. The face-to-face workshops will run regionally across England.

    Participants undertake to plan, lead and evaluate a school development initiative for a school or group of schools and to record their planning, evaluation and reflection in an Accreditation Evidence Document.

    Successful completion of the programme and satisfactory completion of all tasks and related paperwork will result in the participant being accredited as an NCETM Accredited School Development Lead.

    What will you learn?

    Participants will:

    • support schools, groups of schools or MATs to establish sustainable cross-school approaches to collaboration and development for maths teaching
    • start to use collaborative Work Group models as one of their school development strategies
    • incorporate new processes and models into their school development practice
    • evaluate and review the effectiveness of specific maths school development models
    • develop skills in driving improvement in maths, including developing the capacity of school leadership of maths
    • know and understand of the challenges and barriers to school development in maths and how to tackle them
    • know and understand effective approaches to teaching maths, including teaching for mastery.

    What is the cost?

    The School Development Lead Programme is fully funded by the Maths Hubs Programme so is free to participants and their schools. Funding covers provision of the three face-to-face days. Travel costs will also be funded.

    Find out more on the NCETM website.

    Mastering Number Work Group

    Mastering Number Work Group

    Mastering Number Work Group

    FULLY BOOKED FOR 2021-22. REGISTER INTEREST FOR 2022-23

    Overview

    MASTERING NUMBER: Supporting pupils in Reception, Year 1 and Year 2 to develop good number sense.

    This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

    Lead participants from Work Group schools will be three teachers, one each from Reception, Year 1 and Year 2, with some support given to subject leaders and headteachers. Work Group lead participants will be supported by central training and resources. There is an expectation that they will provide a daily teaching session for all children of 10 to 15 minutes, in addition to their normal maths lesson. There is also the expectation that they will contribute to an online community to share practice and engage in critical reflection.

    Participants will:

    • develop skills in working in a professional learning community, reflecting with other colleagues on their own practice, and refining skills through support and challenge within a community
    • develop a secure understanding of how to build firm mathematical foundations with a stronger subject and pedagogical understanding for EYFS and KS1
    • work to develop intentional teaching strategies focused on developing fluency in calculation and number sense for ALL children
    • develop understanding and their use of appropriate manipulatives to support their teaching of mathematical structures.

    If, before applying, you would like to find out more about what this project involves for schools and teachers, there will be three live online information/taster sessions where more details will be given. For interested schools, only one person should register for the session (the headteacher, maths lead, Reception, Year 1 or Year 2 teacher). To register, please visit this page of the NCETM Website, and scroll down to ‘How can you find out more?’.

    Click here to view our Mastering Number Flyer and read more about Mastering Number on the NCETM Website.

    This programme is open to all state-funded primary schools in England. If oversubscribed, priority for places will be given to schools with a high proportion of disadvantaged children.

    Stem Sentences, Generalisations and Definitions: June 2021

    Stem Sentences, Generalisations and Definitions: June 2021

    Stem Sentences, Generalisations and Definitions: June 2021

    Venue

    ONLINE

    Date

    Thursday 17 June

    Monday 28 June

    }

    Time

    16:00 to 17:00

    FULLY BOOKED

    Overview

    Stem Sentences, Generalisations and Definitions:

    Mathematical language as a structure to support learning and conceptual understanding

    Led by Emma Gale, Miriam Rhine & Jenny Stratton

    Are you interested to learn more about Stem Sentences, Generalisations and Definitions and how they can be used effectively to support mathematics teaching and learning? Would you like to build the confidence and skill to use language more effectively in your own classrooms and across your school? If so, then join our two free webinars where our friendly and approachable panel will deliver our well-received materials that will take you through the rationale of this aspect of teaching for mastery in mathematics. They will demonstrate the power of stems sentences and generalisations in conceptual understanding and depth for all. 

    Part 1: Thursday 17th June at 4pm-5pm

    Part 2: Monday 28th June at 4pm-5pm:
    Booking for the second session will open later

     

    FEEDBACK FROM PREVIOUS STEM SESSIONS AND WEBINARS:

    “A brilliant course.”

    “An excellent session. I wish every teacher in every school could access it – thanks!”

    “Thank you very much for this really informative webinar. The resources look great and I’m looking forward to using them in my class and sharing them with other colleagues.”

    Secondary Teaching for Mastery Development Work Groups 2021-22

    Secondary Teaching for Mastery Development Work Groups 2021-22

    Secondary Teaching for Mastery Development Work Groups 2021-22

    INFORMATION & EXPRESSION OF INTEREST FORM

    Overview

    SECONDARY TEACHING FOR MASTERY – DEVELOPMENT

    Introduce mastery across your department.

    Whether you want to take a teaching for mastery approach in your own classroom and department, or introduce mastery in both your own school and beyond, we have a CPD opportunity for you. The NCETM and Maths Hubs are offering funded professional development activities, available in 2021/22.

    Secondary maths teachers whose schools want to introduce and embed teaching for mastery can nominate two teachers (Mastery Advocates) to join a Work Group. You will be part of a locally-based group of teachers who meet regularly to develop professional knowledge and expertise, as well as receiving bespoke support.

    In a Teaching for Mastery Work Group you will:

    • collaborate with colleagues from other local schools to share best practice
    • get individual school support and guidance from a local leader of maths education (LLME)
    • take away ideas to help your students become more confident mathematicians, ready to tackle GCSEs and A levels
    • introduce and embed teaching for mastery in your classroom and department

    Mastery Advocates

    The fully funded programme enables you and another teacher from your school to become ‘Mastery Advocates’. Initially you will be part of a Work Group for a year. You will also get in-school support from a Mastery Specialist. Beyond this, you will continue to work with your local Maths Hub and take part in a Work Group as you embed mastery across your department.

    This opportunity is suitable for teachers with the commitment, experience and authority to lead developmental work across the department. It requires the support of your headteacher or a member of SLT.

    If you are interested in this programme and would like further information, complete the
    Information and Expression of Interest Online Form.

    Click here to read more about Secondary Mathematics Teaching for Mastery Development Work Groups on the NCETM Website.

    Mastering Number Work Group

    Primary Teaching for Mastery Development Work Groups

    Primary Teaching for Mastery Development Work Groups

    FULLY BOOKED 2021-22. REGISTER INTEREST FOR 2022-23

    Overview

    PRIMARY TEACHING FOR MASTERY – DEVELOPMENT

    This project is part of the continuing programme to develop teaching for mastery in maths in primary schools.

    During the 2021/22 school year, Maths Hubs across England will be working with thousands of primary schools to continue the spread of teaching for mastery across England. The Teaching for Mastery Programme is a professional development opportunity designed to support teachers to develop best practice in maths in their school. It is suitable for schools interested in implementing a teaching for mastery approach to maths.

    If your school is ready to start developing a teaching for mastery approach, you can join a Work Group starting in the new academic year. Two teachers from each participating school join a Work Group, consisting of six or seven local primary schools. Each Work Group is led by a trained Primary Mastery Specialist.

    Work Groups (sometimes known as Teacher Research Groups, or TRGs) meet regularly to plan, observe and discuss teaching for mastery. In between meetings, teachers explore mastery approaches in their own classrooms and across their school. Work Groups run for a year initially, with many continuing beyond the first year as mastery is embedded in participants’ schools.

    Support is provided from a local classroom-based Mastery Specialist who leads the group. This model of professional development involves hands-on learning and peer-to-peer support. It is evidence-based and designed to support substantial long-term change.

    If you are interested in this programme and would like further information, download the Information and Application Form.

    Click here to read more about Primary Mathematics Teaching for Mastery Development Work Groups on the NCETM Website.

     

    WEBINAR: Using Mathematical Tools to develop number sense

    WEBINAR: Using Mathematical Tools to develop number sense

    Learning to think mathematically:

    How to launch the Rekenrek to support number sense in your own school

    The Rekenrek is a tool that was created in the Netherlands and has been translated to be called an ‘arithmetic rack’ or ‘calculating frame’. It is a unique tool that allows children to develop number sense and we are very excited about its potential, particularly at the current time. There are free virtual versions of this tool that schools can use for interactive whole class or group teaching and it will complement schools’ current use of representations and structures such as tens frames, Cuisenaire rods and Numicon.

    Our own team has first-hand experience of launching the Rekenrek in our own schools and we have seen the positive impact it is already having on our own pupils’ confidence with fluency, reasoning and problem solving. We will be discussing how you too can approach a planned and progressive roll out for the Rekenrek in your school to support fluency and Teaching for Mastery, should you wish to.

     

     

    Mastering Number Work Group

    Primary Mastery Readiness Work Groups

    Primary Mastery Readiness Work Groups

    FULLY BOOKED 2021-22. REGISTER INTEREST FOR 2022-23

    Overview

    MASTERY READINESS: Take a step into the primary Teaching for Mastery Programme

    Lots of schools are ready to start their mastery journey, and some would benefit from initial support before becoming part of the full programme. 

    The Mastery Readiness Programme is for primary schools that want to adopt teaching for mastery in maths, but would benefit from a staged approach.

    Schools that are successful in implementing sustained and meaningful change through teaching for mastery have key foundations already in place.

    These key foundations include:

    • shared vision and culture around the importance of maths
    • a belief that every child can achieve highly in maths
    • a positive mindset towards maths amongst all staff
    • good maths subject knowledge amongst teachers and TAs
    • systems that maximise learning, such as timetabling, intervention, curriculum and pedagogical approaches
    • teaching of arithmetical proficiency for all children, to support mathematical fluency by reducing cognitive load
    • ongoing staff development, which is valued by all staff and senior leaders.

    If you are interested in this programme and would like further information, download the Information and Application Form.

    Click here to view our Mastery Readiness Flyer and read more about Mastery Readiness on the NCETM Website.

     

    Subject Knowledge Enhancement for Curriculum Prioritisation for NQTs and RQTs

    Subject Knowledge Enhancement for Curriculum Prioritisation for NQTs and RQTs

    Subject Knowledge Enhancement for Curriculum Prioritisation for NQTs and RQTs

    Venue

    ONLINE

    Date

    Thursday 27 May

    Thursday 17 June

    Thursday 01 July

    }

    Time

    16:00 to 17:30

    FULLY BOOKED

    Overview

    Subject Knowledge Enhancement for

    Curriculum Prioritisation for NQTs and RQTs

    What parts of the curriculum should we prioritise and how do we teach and assess them?

    This 3-part online CPD course is aimed at NQTs and RQTs in KS1 and KS2.

    Course highlights:

    • Gain a deeper understanding of the fundamental concepts which are central to primary mathematics
    • Get support in identifying what to prioritise post-lockdown and how to enable learners at different starting points to access them
    • Explore misconceptions and how to assess depth of understanding of curriculum priorities
    • Learn how to use resources and images to represent these concepts so learners at all levels to access them
    • Evaluate and discuss reasoning tasks
    • Access national materials for curriculum prioritisation, assessment and teaching.
    • This small-group course will be highly personalised and participants will be asked to bring examples of children’s misconceptions so we can specifically address those challenges.

    This course is facilitated by Richard Harvey-Swanston, Senior Lecturer at the University of Brighton, an experienced teacher and school governor.

    SESSION 1: PLACE VALUE (27 May, 4:00-5:30pm)

    Would you like the children in your class to use and understand numbers deeply? Are you interested in learning more about how you might tackle the gaps in children’s understanding of place value? In this session we will identify concepts which sit at the heart of place value and explore how they might be represented consistently across year groups, laying the foundation for curriculum cohesion. You will be asked to bring examples of problems you are experiencing in your own classroom and examples of children’s misconceptions so we can focus directly on what can be done to address those now.

    SESSION 2: ADDITION AND SUBTRACTION (17 June, 4:00-5:30pm)

    Do you want to know how to enable children to understand addition and subtraction deeply, despite gaps in their learning? Would you like your pupils to calculate confidently and fluently? In this session we will identify core ideas and meanings in addition and subtraction. Analysis of children’s misconceptions from your own class will enable you to identify practical steps to take right now, and exploration of key representations will help you assess and teach addition and subtraction even more effectively next year and beyond.

    SESSION 3: FRACTIONS (01 July, 4:00-5:30pm)

    Do your pupils find fractions a tricky topic? Do you want to know how to teach it so that it lays the best possible foundations for learning in future years? This session will explore the core concepts which relate to fractions, how we might represent, assess and teach them. We will establish what understandings children need to reach through reasoning and practical activities to help you and your pupils to achieve that.

    To sign up for these sessions, please email us using the REGISTER HERE button.