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