Primary Teaching for Mastery Development Work Groups 2020/2021
Primary Teaching for Mastery Development Work Groups 2020/2021
In 2020/21, all Maths Hubs will be running primary maths Teaching for Mastery Work Groups led by Mastery Specialists. This programme is for schools who have a commitment to developing a teaching for mastery approach. Although the school’s participation involves two teachers attending events outside of the school, it is expected that these two teachers lead development across the whole school. Each Maths Hub is now seeking to recruit schools for Work Groups, each involving six or seven schools. This document gives information about the Work Groups and how schools can apply to be involved.
Secondary Teaching for Mastery Development Work Groups 2020/2021
Secondary Teaching for Mastery Development Work Groups 2020/2021
In 2020/21 all Maths Hubs are participating in a Network Collaborative Project developing secondary mathematics teaching for mastery. As part of this project, Secondary Mastery Specialists in each hub area will be offering support to schools interested in developing teaching for mastery approaches in their own mathematics departments. Each specialist, who has completed the second year of a national programme, will work with two teachers from each participating maths department. The two teachers, known as ‘Mastery Advocates’, will be supported by the specialist to lead teaching for mastery development with all staff in their own department.
Maths Hubs are therefore now looking to recruit schools and their maths departments to participate in this exciting and innovative project as members of these Mastery Development Work Groups.
More information about secondary teaching for mastery Work Groups is available on the NCETM website.
Primary Mastery Specialist Programme 2020/2021
Primary Mastery Specialist Programme 2020/2021
Cohort 6 – Information and Application
The Application Deadline is Monday 29 June
Secondary Mastery Specialist Programme 2020/2021
Secondary Mastery Specialist Programme 2020/2021
Cohort 5 – Information and Application
The Application Deadline has been EXTENDED to Monday 8 June
Y5 to Y8 Continuity Work Groups
Y5 to Y8 Continuity Work Groups
Venue
Churchwood Primary Academy
Church In The Wood Lane
St Leonards on Sea
TN38 9PB
Date
Friday 7 February
Wednesday 18 March
Wednesday 17 June
Time
13:30 to 17:00
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Overview
Year 5 to 8 Continuity Work Group
This workgroup will look at the continuity of approach in teaching from KS2 to KS3.
It will involve teachers working in partnership across the key stage to discuss, plan and observe provision in the key stages.
We will meet three times during the year. The meetings will look at the NCETM materials for multiplicative reasoning and provide a time to share ideas and provision. The participants will have time to plan lessons and then undertake a lesson study approach in their own and the partner schools.
There is an expectation that teachers will visit the secondary / primary school to observe and work with colleagues as part of a gap task.
The intended outcomes are that teachers will gain greater knowledge and understanding in the progression of mathematics between years 5 and 8. This will in turn lead to improved confidence and engagement between KS2 and KS3.
Rowan Waller, from the Hastings Maths Project, is leading this Work Group. The three sessions over this academic year are on:
Session 1 – Friday 7 February
Session 2 – Wednesday 18 March
Session 3 – Wednesday 17 June
All sessions are running from 1:30pm to 5:00pm.
This is a FREE Work Group for 16 teachers from Sussex Schools. All participants will be expected to commit to attending all sessions.
Stem Sentences, Generalisations and Definitions
Stem Sentences, Generalisations and Definitions
Venue
St Andrew’s CE High School for Boys
Sackville Road
Worthing
BN14 8BG
Date
Friday 24 January
Time
09:30 to 15:00
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Overview
Stem Sentences, Generalisations and Definitions:
Mathematical language as a structure to support learning and conceptual understanding.
This one-day course, newly developed by the primary mastery specialist team will:
- Provide a rationale for this aspect of teaching for mastery in mathematics
- Ensure participants understand the difference between stem sentences, generalisations and definitions
- Demonstrate the power of stems sentences and generalisations in conceptual understanding and depth for all
- Give participants the confidence and skills to use language more effectively in their own classrooms and across their schools
Date: Friday 24 January
Venue: St Andrew’s CE High School for Boys, Sackville Road, Worthing, BN14 8BG
Time: 09:30am to 15:00
Cost: No cost for this date but limited capacity.
Work Group Leads: Emma Gale & Miriam Rhine
Mathematical Thinking for GCSE Work Groups
Mathematical Thinking for GCSE Work Groups
Venue
Mitex Centre
Millais School
Depot Road
Horsham
RH13 5HR
Date
Friday 14 February
Tuesday 10 March
Friday 20 March
Monday 20 April
Time
09:00 to 15:00
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Overview
Teachers or departments keen to address the reasoning and problem-solving challenges of the mathematics curriculum and its assessment at GCSE are encouraged to take part in this project. Work Groups will explore professional development activities focusing on practical and accessible classroom-based approaches. The activities themselves also offer a model for wider departmental engagement with professional development processes, and hence could provide the basis of an effective departmental improvement programme in this area.
This Work Group is being led by Ralph Butcher (SLE), an Independent Consultant working for the Sussex Maths Hub. The meeting dates and times are as follows:
Friday 14 February, 9am-3pm
Tuesday 10 March, 9am-3pm
Friday 20 March, 9am-3pm
Monday 20 April, 9am-3pm
For full details of the Work Group please click on the Download Flyer button.
Intervention in a mastery context
Intervention in a mastery context
Venue
TBC
Date
TBC
Time
TBC
COMING SOON
Overview
Whole class teaching is becoming embedded across schools using a teaching for mastery approach. This Work Group will consider models of intervention in a mastery context to ensure that mathematics teaching has maximum impact for all children. Teachers and leaders will further their understanding of teaching for mastery by using case studies to inform their practice. They will trial an intervention model of their choice, and will document their observations to share with others.