Subject Knowledge – Early Years Teachers

Subject Knowledge – Early Years Teachers

Subject Knowledge – Early Years Teachers

Venue

Online &
Moulsecoomb Primary School
The Highway / Lewes Road,
Brighton
BN2 4PA

Date

Introduction (Online)
21st October 2021

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Time

3:30pm – 4:30pm

REGISTER FOR PATHWAY 1: NUMBER PATTERNS AND STRUCTURES

REGISTER FOR PATHWAY 2: PATTERN, SHAPE, SPACE AND MEASURES

Overview

This project is designed to support Early Years teachers in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils in maths in the classroom.

What is involved?

There are two types of SKTM Early Years pathways:

  • Pathway One: Number Patterns and Structures
  • Pathway Two: Pattern, Shape, Space and Measures.

Each pathway has three core elements, three associated pedagogy sessions, and a task to support the transition from theory to practice. There is also a final core unit that aims to review quality provision. The intention is that each pathway is the equivalent of a four-day programme.

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SKTM– Secondary Non-specialist Teachers

SKTM– Secondary Non-specialist Teachers

SKTM– Secondary Non-specialist Teachers

Venue

ONLINE

Date

Tues 23/11/21
Tues 18/01/22
Tues 22/02/22
Tues 15/03/22
Tues 17/05/22
Tues 21/06/22

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Time

09:00 – 15:00

APPLY NOW

Develop mathematical subject knowledge and understand the pedagogy that underpins the teaching of it.

SPECIALIST KNOWLEDGE FOR TEACHING MATHEMATICS – SECONDARY (NON-SPECIALISTS) – Cohort 1

This project is designed to support non-specialist teachers teaching maths in a secondary school in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils in maths in the classroom.

Who can take part?

This programme is for non-specialist teachers of maths in state-funded schools who fit the following definition:

A non-specialist teacher of mathematics is ‘a teacher that is currently teaching some mathematics who has not undertaken initial teacher training (ITT) in mathematics’.

If there is sufficient space in the cohort, other teachers of maths who do not fit this definition but would benefit from this support may also participate.

What is involved?

The programme is aligned to the NCETM teaching for mastery pedagogy and is based on six key themes:

  1. Structure of the number system
  2. Operating on number
  3. Multiplicative reasoning
  4. Sequences and graphs
  5. Statistics and probability
  6. Geometry.

Participants will explore these themes, supported by an experienced secondary practitioner.

  • 6 blended sessions (one each half term) – whole days
  • Collaboration through the online Basecamp community
  • Try out aspects of the Work Group back in school and record your reflections
  • Contribute to the Maths Hub and NCETM final evaluation

What will you learn?

Participants will:

  • explore and increase their use of a range of pedagogic approaches consistent with teaching
    for mastery
  • increase their confidence in planning for progression in maths
  • improve their subject and curriculum knowledge of secondary maths with a particular emphasis
    on mathematical structures in key areas.

What is the cost?

The SKTM Secondary Non-specialists project is fully funded by the Maths Hubs Programme so is free to participating schools.

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Work Group Led by:

Louise Taylor
Head of Mathematics
Maths SLE
Dorothy Stringer School

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Years 5-8 Continuity

Years 5-8 Continuity

Years 5-8 Continuity

Venue

See Below

Date

See Below

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Time

See Below

Overview

The support for transition into KS3 (Year 5 – 8 Continuity) Work Group aims to strengthen the transition from primary to secondary school by focusing on curriculum and pedagogy.

Following the disruption to education caused by the Covid crisis, this transition is more crucial than ever. A key feature will be understanding how best to prioritise key aspects of the curriculum to help ensure pupils
have mastered the fundamental understanding and skills they need to underpin their progression through upper Key Stage 2 and into Key Stage 3 using the NCTEM Checkpoint materials.

Register now to join this exciting opportunity in local clusters in Brighton and Hove, East Sussex, Hastings, Mid Sussex and West Sussex or discuss further with dfriis@durring.com

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MID SUSSEX WORK GROUP

led by Pip Huyton

Session 1 – Tues 30th November 2021 – Online – 3:00pm – 4:00pm 

Session 2 – Tues 18th January 2022 – Mid Sussex Venue TBC – 09:30am – 3:30pm

Session 3 – Thurs 10th March 2022 – Online – 2/3:00pm – 4:30pm 

Session 4 – Tues 26th April 2022 – Mid Sussex Venue TBC – 09:30am – 3:30pm

Session 5 – Wed 15th June 2022 – Online – 3:00pm – 4:30pm 

HASTINGS WORK GROUP

led by Caroline Clissold

 

Session 1: 17th January 09:30 – 15:30 – (Ark Academy Hastings)

Session 2a: 23rd February 13:30 – 15:30 – Online

Session 2b: 27th April 13:30 – 15:30 – Online

Session 3: 6th June 09:30 – 15:30 – (Ark Academy Hastings)

 

WEST SUSSEX WORK GROUP

led by Rebecca Turvill

Day 1: 2 December 2021 – West Sussex Venue TBC – PM

2-3 Further Sessions TBC

BRIGHTON WORK GROUP

led by Alison Hopper and Ruth Astley

Day 1: 25th November 2021 – Brighton Venue TBC – PM / Twilight time TBC

2-3 Further Sessions TBC

EAST SUSSEX WORK GROUP

led by Sarah Sipula

Day 1: January 2022 Date TBC – Online

2-3 Further Sessions TBC

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.

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.

PD Lead Development and Accreditation Programme

PD Lead Development and Accreditation Programme

PD Lead Development and Accreditation Programme

APPLY HERE for EARLY YEARS and POST-16

Overview

Become an NCETM accredited PD Lead

NCETM Professional Development Lead Accreditation is designed for those who lead professional development for teachers of maths.

Who can take part?

This programme is for teachers of maths (all phases from Early Years to post-16) who have existing commitments and responsibility for designing, leading and evaluating maths teacher professional development, and the potential to develop further.

What is involved?

  • three one-day workshops
  • completion of an Accreditation Evidence Document (AED, which facilitates critical reflection on your learning and the PD you design, deliver and evaluate over the year)
  • designing, leading, reviewing and refining a programme of support for maths teacher professional development, drawing upon a range of evidence-informed models and activity.

Schools, colleges and other organisations releasing members of staff to participate in this programme will be expected to support members of staff through the programme by enabling them to complete the expectations for accreditation. Senior leaders of any participating organisation will be asked to sign a commitment before the member of staff begins the programme.

What will you learn?

Participants will:

  • Develop knowledge of models of CPD for maths teachers
  • Consider the themes and issues in teaching maths, and the implications of these in supporting other teachers
  • Design a professional development programme, deliver it, and evaluate it
  • Develop relationships with senior leaders to support a sustainable culture of maths CPD
  • Increase their own subject knowledge and professional practice.

Participants will also have the opportunity to pay to work with the University of Chester and gain an academic award (PG Cert) for completing an enhanced version of the programme.

What is the cost?

The PD Lead Development and Accreditation 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.