OUR PUBLIC CPD EVENTS
This is Day 2 of 2. With Algebra taking up between 17-33% of GCSE exam papers and with more challenging aspects of algebra now also in the foundation paper, this course aims to
This is Day 2 of 2.
With Algebra taking up between 17-33% of GCSE exam papers and with more
challenging aspects of algebra now also in the foundation paper, this course
aims to assist teachers in developing strategies which support their students’
understanding of algebra, especially in KS3 and for the foundation GCSE paper.
The course will be run over two short twilights, with the key focus being the visual
understanding of algebra and other components which go with teaching algebra,
such as negative numbers. Visual methods are an important tool in teaching
algebra as they help students to reason and better understand this key topic in
the subject. By the end of the course, teachers will have a grasp of alternative
methods which will support their algebra lessons.
Aims of the Algebra CPD session
· Introduce the concept of CPA approach in algebra
· Explore various strategies which will enhance teaching and learning algebra
· Empower teachers with visual approaches to support slower learners
Maths NQTs, new & experienced teachers of Mathematics, KS3 Maths leads and
Heads of Maths
Mohi Uddin is a former Head of Mathematics at a successful secondary school
in North West London and also a former Primary Headteacher. He has been a
Freelance Mathematics Consultant for over two years and specialises in Singapore
He works closely with various education-based companies as well as schools and
is one of the consultants and trainers for Maths No Problem, Europe’s first and
leading company in Singapore Maths.
(Tuesday) 4:00 pm - 6:00 pm
St Bonaventure’s Secondary School
Boleyn Road, London, E7 9QD
Day 1 - 2nd March 2017 Day 2 - 21st March 2017 Aims of Fractions CPD Course • Introduce fractions and look at what they are and how we teach fractions • Look to
Day 1 – 2nd March 2017
Day 2 – 21st March 2017
Aims of Fractions CPD Course
• Introduce fractions and look at what they are and how we teach fractions
• Look to the importance of using fractions
• Explore visual strategies, from sound research, which will enhance teacher pedagogy on the subject
• Give a tremendous amount of confidence to teachers when teaching fractions
• Empower teachers in fully understanding why things work with fractions and
• Empower teachers to teach using a mastery approach for fractions
This course is a two-day course which initially starts off looking at the basics of fractions, how we introduce fractions to pupils, what to look out for and how not to teach fractions. Mohi Uddin will go through research and pedagogy to challenge your thinking of how to engage pupils when teaching fractions.
The first day will look at the basics of fractions, the didactic way of teaching fractions so pupils fully understand each sub-topic before being able to fully access the next topic, equivalent fractions, addition and subtraction. In between the two days, delegates will be asked to complete a gap task based on the work from the 1st session. On day two delegates will got through what they found from the gap task and also look at teaching multiplication, division and improper fractions. This is a very thorough CPD course on fractions which is designed to up-skill and motivate teachers who face the challenge of teaching to mastery for this topic.
KS1, KS2 and KS3 Maths teachers
Mohi Uddin is a former Head of Mathematics at a successful secondary school in North West London and
also a former Primary Headteacher. He has been an Independent Maths Consultant for over three years
and specialises in Singapore Maths. He works closely with various education based companies, like
BBC Bitesize and Maths No Problem, as well as schools all around England.
If you require an Inset day on fractions then contact us to book your training.
Cooperative Learning Target audience Cooperative Learning is for Primary and secondary teachers across all subjects. Description This session demonstrates how simple Cooperative Learning activities may be used across all subjects to generate outstanding
Cooperative Learning Target audience
Cooperative Learning is for Primary and secondary teachers across all subjects.
This session demonstrates how simple Cooperative Learning activities may be used across all subjects to generate outstanding teaching and learning.
By attending this course, attending teachers will be able to deploy Cooperative Learning in their classrooms to achieve a variety of goals:
- Training procedural skills (e.g. Maths, SPaG).
- Comprehensive reading of any text type.
- Collaborative creative writing.
- Activating prior knowledge.
- Sharing knowledge, reflections, and ideas effectively across class.
- Retaining / explaining knowledge.
- Making students aware of their own learning process and knowledge gaps (metacognition).
- Providing formative and summative assessment.
- Securing written evidence of learning in peer-to-peer learning.
- Integrating metacognition, feedback, and learning differentiation.
- Improving social skills.
This CPD is fully hands-on. Teachers will play the part of pupils, working their way through various tasks, in tandem with ongoing Q&A, reflections, and discussions to integrate what is being taught into their daily work. All strategies can be used immediately the following day, with no change to lesson plans and materials.
About the Facilitator
Jakob Werdelin is a Danish ESOL teacher, and a specialist in Cooperative Learning with 10+ years of consulting experience. This year, Tim Coulson, Regional Schools Commissioner, listed one of his early adopters as one of only seven schools in the entire Eastern region to contact for good practice.
If you require an in-house Inset day on our Cooperative Learning training, then contact us to book your training.
All Day (Friday)
Differentiation in Mastery More and more schools are now teaching maths in a ‘mastery’ context, and often within a mixed
Differentiation in Mastery
More and more schools are now teaching maths in a ‘mastery’
context, and often within a mixed ability or partially mixed
ability setting. This presents challenges such as the following:
• Teaching all pupils the same programme and ensuring that
they all master the concepts
• Managing to extend and deepen learning for all pupils,
including more able children
• Support struggling learners within a mixed ability context
• These are some of the pressing issues being faced by
Primary Teachers teaching to mastery which will be addressed
in this session.
KS1 and KS2 teachers.
Mohi Uddin is a former Head of Mathematics at a successful
secondary school in North West London and also a former
Primary Headteacher. He has been an Independent Maths
Consultant for over three years and specialises in Singapore
Maths. He works closely with various education-based companies, like BBC Bitesize and Maths No Problem, as well as schools all around England.
Overview: This event is a series of CPD sessions (1.5 days each half term) starting off with the first day on 22nd November. This Work Group aims to help primary teachers improve
This event is a series of CPD sessions (1.5 days each half term) starting off with the first day on 22nd November.
This Work Group aims to help primary teachers improve their knowledge of primary mathematics content (subject knowledge) with a particular emphasis on mathematical structures in key areas. Teachers will also develop their understanding of the background pedagogy (how children learn maths) so that their teaching can be more effective. Approaches explored during the Work Group will be consistent with teaching for mastery.
All teachers in primary schools who want to develop their own understanding and enjoyment of mathematics, or who want to learn more about mathematics pedagogy within a teaching for mastery context. Particularly focused on NQTs or those in the early stages of their careers.
This workgroup will be split into 6 sessions (3 full-day and 3 1/2 day).
The full-day sessions will cover core areas of mathematics teaching, with
the key principles of mastery teaching woven throughout.
Day 1 – Number and the four operations – 22nd November (full-day) and 18th December 2017 (half-day)
Day 3 – Fractions – 24th January (full-day) and 21st March 2018 (half-day)
Day 5 – Shape and space – 25th April (full-day) and 24th May 2018 (half-day)
Participants will be expected to plan and carry out interim gap tasks related
to each session and come prepared to feedback on these on days 2, 4 and 6
• Teachers will develop a greater awareness of how pupils learn and how teaching should best align.
• Teachers will gain a deeper understanding of the principles underpinning teaching for mastery.
• Teachers will demonstrate elements of changed classroom practice and be able to design lessons that include better questioning and more opportunities for mathematical talk. As a result, school lesson planning formats and calculation policies are more likely to align coherently with teaching for mastery.
• Pupils will benefit from increased opportunities to explore concepts in more depth and to develop a greater understanding of the connections in mathematics. They will be more confident in their
mathematics and be able to explain their reasoning using appropriate language. Enjoyment and motivation to succeed will be seen in the classroom.
The wider context:
Most teachers in primary schools do not have qualifications above GCSE Mathematics and, when asked, do not consider themselves “maths specialists”. Several Maths Hubs have been supporting
Subject Knowledge Enhancement Work Groups for teachers who want to improve their knowledge and understanding of mathematics and how to teach in an effective way. Evaluations from 2016-
17 provide qualitative evidence that the SKE programmes run by hubs are having an impact in the classroom and on pupil achievement. It is important that all primary school teachers have a deep
subject knowledge and are familiar with appropriate pedagogy.
Seabourne (2006) found that SKE courses led to “improvements in subject knowledge, attitude, understanding and confidence” and that student evaluations found an “awareness of the importance of understanding the subject in depth and making connections; the value of collaborative working; enjoyment of engagement in mathematical activity”
In order to book your place, please email admin@LNEastMathsHub.org.uk
Elmhurst Primary SchoolUpton Park Road, London E7 8JY