New to Teaching Core Maths

New to Teaching Core Maths

New to Teaching Core Maths

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Support for teachers new to teaching this qualification

Please note: this Work Group is being run via our colleagues at North-East Hants & Surrey Maths Hub

Who can take part?

This programme is for teachers who are in the first two years of teaching Core Maths and are teaching a Core Maths class during the academic year 2022/23.

What is involved?

This programme supports teachers in developing specialist knowledge for teaching Core Maths and increases their confidence in teaching the course. It involves a direct working partnership between the Maths Hubs Network and the Advanced Mathematics
Support Programme (AMSP).

Principal focus is on Core Maths subject knowledge and pedagogy and the programme will be based on these six key themes: using contextualised problem-solving; applying Fermi estimation and modelling; developing critical analysis; making sense of finance; using the pre-release materials; exploring statistics. Technology and online teaching will also be underlying themes.

What will you learn?

  • Your students will have raised awareness of the use of maths and statistics in everyday life
    You will plan lessons/sequences of lessons to promote student understanding, confidence, and progress
    You will understand the philosophy of Core Maths, with its approach to maths through contextualised problem-solving
    You will understand how online learning and technology can be used to support Core Maths teaching

What is the cost?

The New to Teaching Core Maths project is fully funded by the Maths Hubs Programme and the AMSP so is free to participating schools/colleges.

Please note: this Work Group is being run via our colleagues at North-East Hants & Surrey Maths Hub

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Mathematical Thinking for GCSE

Mathematical Thinking for GCSE

Mathematical Thinking for GCSE

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Discover ways to help GCSE students improve their mathematical thinking

Who can take part?

This is for teachers of KS4 who want to further understand mathematical thinking, and devise related practical classroom strategies. Participants will be expected to lead developments in their own department and so should have the opportunity and authority to do this effectively. The project also offers an entry point into developing mastery approaches, or could support a department already involved in the Teaching for Mastery Programme.

What is involved?

Exam boards often note that, when students come to GCSE examinations, AO2 and AO3 are frequently poorly addressed. This Work Group is designed to meet teachers’ needs in that it provides practical and theoretical elements to support the development of students’ mathematical thinking, whilst offering a manageable structure for collaborative CPD.

The Work Group is structured around four meetings, with school-based tasks to complete and reflect upon between each meeting. Day 1 is a full day (or equivalent), with Days 2, 3 and 4 being around 0.5 days of input.

What will you learn?

  • Your students will develop a range of strategies to allow them to get started on, and to think their way through, unfamiliar mathematical problems
  • You will develop your understanding of the role of reasoning and problem-solving in the curriculum
  • You will develop an effective repertoire of task types that give opportunities for mathematical thinking
  • You will be equipped to develop strategies and approaches to support mathematical thinking within your department

What is the cost?

The Mathematical Thinking for GCSE project is fully funded by the Maths Hubs Programme so is free to participating schools.

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Secondary Maths MAT Leads

Secondary Maths MAT Leads

Secondary Maths MAT Leads

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Support and development for those leading maths across multiple schools

Who can take part?

The project is for those who lead maths across multiple schools within a MAT, including at least one secondary school. This includes MAT maths leads who are continuing from 2021/22, and new participants. To better engage in the programme, participants are encouraged to have at least one school in a Secondary Teaching for Mastery Work Group in 2022/23, but this is not essential.

What is involved?

Now in its second year, this project supports those who lead maths across multiple schools within a MAT. Participants will also develop their role as a leader of system change, curriculum change, and teacher professional development.

The programme involves three one-day face-to-face national workshops. Within these, the cohort will be split into new and continuing participants for some sessions, with other sessions for everyone. Participants will also carry out and evaluate their own improvement initiatives, both in and between sessions, and be part of a vibrant online community.

What will you learn?

  • You will promote and develop a shared vision for effective teaching and learning in maths
  • You will work with subject leaders across your MAT to lead and manage maths teaching effectively and to develop teaching for mastery approaches within your own department
  • You will understand the leadership and management skills required to effectively promote and develop teaching for mastery approaches within your schools
  • You will understand effective models of maths teacher professional development, the rationale for using them, and the evidence that supports them

What is the cost?

The Secondary Maths MAT Leads project is fully funded by the Maths Hubs Programme so is free to participating schools.

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Years 7 – 11 Coherence

Years 7 – 11 Coherence

Years 7 – 11 Coherence

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Explore approaches to key topics in KS3 and at GCSE

Who can take part?

Participants should be secondary school maths teachers. Individuals or ideally pairs of teachers from a department participate, and will work with other members of their department at appropriate points. The project also offers an entry point into developing mastery approaches, or could support a department already involved in the Teaching for Mastery Programme.

What is involved?

Feedback from teachers, along with GCSE exam analysis, indicates there are key areas of the curriculum that students find challenging. Work Groups in this project deconstruct and analyse these areas and devise effective approaches to them, to achieve a more coherent learning journey through the secondary years.

Work Groups will follow a workshop – school-based work cycle. Teachers will identify and analyse a key topic area, work collaboratively to develop pedagogical approaches to it, and evaluate and discuss it after teaching.

What will you learn?

  • Your students will gain a deeper understanding of the topic area being considered by the Work Group and the underlying maths
  • You will develop a deeper insight into the maths that underpins learning in a challenging topic, through unpicking and analysing the topic
  • You will identify misconceptions and plan a series of lessons to support students in the topic area
  • You and your department will unpick and analyse topics to inform collaborative planning and develop of schemes of work

What is the cost?

The Years 7-11 Coherence project is fully funded by the Maths Hubs Programme so is free to participating schools.

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Subject Knowledge – Primary Early Career Teachers

Subject Knowledge – Primary Early Career Teachers

Subject Knowledge – Primary Early Career Teachers

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

Who can take part?

Phase 1 Communities in this project are for those identified as Early Career Teachers – teachers in their first or second year of teaching. Phase 2 Communities are for those in the early part of their careers. They will have engaged with Phase 1 before engaging with this phase.

What is involved?

Two maths-specific subject knowledge projects are available to support primary Early Career Teachers (ECTs) – one is for ECTs who have not yet participated in this project and one is for those who participated in 2021/22. Both projects offer high-quality subject knowledge and pedagogy maths support for ECTs, recognising the requirements of the ECF.

Communities of ECTs will be formed in these projects, allowing for collaboration and practice-sharing. In both projects, teachers will design effective learning and teaching in maths, and review and analyse their practice.

What will you learn?

  • Your pupils will be seen to elaborate when responding to questions, showing that their answer stems from a secure understanding
  • You will identify essential concepts, knowledge, skills within the topic area and provide opportunity for all pupils to learn and master these critical components
  • You will develop an understanding of approaches to assess pupils’ prior learning, so that learning sequences are planned to take this into account

What is the cost?

The SKTM Primary Early Career Teachers Programme is fully funded by the Maths Hubs Programme so is free to participating schools.

Have a look at this feature to learn more about the resources available to Early Career Teachers on the NCETM website.

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Subject Knowledge – Primary Teaching Assistants

Subject Knowledge – Primary Teaching Assistants

Subject Knowledge – Primary Teaching Assistants

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

Who can take part?

These programmes are designed for primary teaching assistants who would like to develop their specialist knowledge for teaching maths. This may be particularly relevant for new TAs or TAs that have not received maths-specific training.

What is involved?

This project is designed to improve the subject knowledge and pedagogical knowledge for all practitioners teaching and supporting the learning of primary maths.

It utilises primary teaching assistant-specific materials and focuses on the following mathematical areas: What is effective in the learning and teaching of mathematics?; Number sense (part 1); Number sense (part 2); Additive reasoning; Multiplicative reasoning; Fractions. The modules are each designed to last three to four hours, but may last longer if delivered online. This programme will take place across the equivalent of four days.

What will you learn?

  • Your pupils will demonstrate a positive attitude towards maths, being willing to have a go, persevere, and share their mathematical ideas
  • You will review your practice as a result of the sessions and make specific adaptations to support the pupils you are working with
  • You will understand the key elements that form number sense, forms of addition and subtraction, forms of multiplication and division, and forms of fractions, including precise language, structures and representations

What is the cost?

The SKTM Primary Teaching Assistants Programme is fully funded by the Maths Hubs Programme so is free to participating schools.

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Subject Knowledge – Primary Teachers

Subject Knowledge – Primary Teachers

Subject Knowledge – Primary Teachers

Venue

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

Who can take part?

These programmes are designed for primary teachers who would like to develop their specialist knowledge for teaching maths. This may be particularly relevant for teachers that have moved phases or have not received maths-specific training.

What is involved?

This project is designed to improve the subject knowledge and pedagogical knowledge for all practitioners teaching and supporting the learning of primary maths.

There are two pathways: Number and Spatial Reasoning. Each pathway consists of several core units and looks at specific topics as well as policy and practice. Exploration of modules in these pathways will take place during the course of the academic year, over the equivalent of four days. Participants in the programme may wish to follow one pathway this year, and the other pathway next year.

What will you learn?

  • Your pupils will demonstrate a positive attitude towards maths, being willing to have a go, persevere, and share their mathematical ideas
  • Your pupils will be able to explain their maths and their mathematical thinking using appropriate language
  • You will review your practice as a result of the sessions and make practice-specific adaptations to impact on pupil outcomes
  • You will enhance your maths subject knowledge with an emphasis on the key structures in each mathematical area covered

What is the cost?

The SKTM Primary Teachers Programme is fully funded by the Maths Hubs Programme so is free to participating schools.

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Subject Knowledge – Early Years Teachers

Subject Knowledge – Early Years Teachers

Subject Knowledge – Early Years Teachers

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

Who can take part?

These programmes are designed for individuals who would like to develop their specialist knowledge for teaching maths to three- to five-year-olds. This may be particularly relevant for teachers that have moved phases or have not received maths-specific training.

What is involved?

This programme is designed to improve the subject knowledge and pedagogical knowledge for all practitioners teaching and supporting the learning of early maths.

There are two types of SKTM Early Years pathways: Pathway One: Number Patterns and Structures and Pathway Two: Pattern, Shape, Space and Measures. Each pathway is the equivalent of a four-day programme and 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.

What will you learn?

  • Your pupils will demonstrate a positive attitude towards maths, being willing to have a go, persevere, and share their mathematical ideas
  • You will review the mathematical learning opportunities and pedagogical approaches across your wider provision
  • You will evaluate and enhance the opportunities to promote mathematical learning in all areas of provision

What is the cost?

The SKTM Early Years Programme is fully funded by the Maths Hubs Programme so is free to participating schools.

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Developing A Level Pedagogy

Developing A Level Pedagogy

Developing A Level Pedagogy

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Develop improved teaching approaches for A level Mathematics

Who can take part?

Participants should be existing leaders of A level teaching or experienced teachers of A level Mathematics who wish to lead the development of pedagogy with other colleagues in their own or other schools.

This project would be particularly useful to those who may have already completed other (AMSP) A level courses such as Teaching A level Mathematics (TAM) or Preparing to Teach A level Mathematics.

What is involved?

These Work Groups support experienced A level teachers to not only further develop their expertise but provide a model to support departmental change. The content of individual Work Groups will be flexible to meet the needs of participants, but will be broadly linked to the Overarching Themes of the A level qualification: problem solving and mathematical thinking; mathematical modelling and representations; proof, reasoning and mathematical communication.

The project involves a direct working partnership between the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP).

What will you learn?

  • Your students will have a deeper conceptual understanding of the A level Maths content
  • You will understand the purpose of the Overarching Themes, including use of technology, and their impact on teaching and learning in A level Maths
  • You and your department will be equipped to better support the development of stronger subject knowledge pedagogy
  • You and your department will further embed the Overarching Themes into your A level

What is the cost?

The Developing A Level Pedagogy project is fully funded by the Maths Hubs Programme and the AMSP so is free to participating schools/colleges.

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