Now that Mastering Number at Reception and Key Stage 1 is in it’s 4th year, we are aware that there are likely to have been personnel changes within your school, resulting in staff who are less familiar with this programme. Or perhaps you feel that this programme was never fully embedded in your setting. If either of these issues are present in your school, then we would like to invite you to take part in this new strand.
Following the year long project to re-write the Oak Academy Maths lessons, we are excited to offer schools an opportunity to learn how they can use these lessons alongside NCETM professional development materials to plan a cohesive and robust curriculum for their students. This strand would be particularly useful for schools who are interested in using the NCETM Curriculum Prioritisation materials and are looking for lesson planning that will support this approach.
What is ‘Teaching for Mastery’ ? This strand will introduce participants to the ‘5 big ideas’ of Teaching for Mastery: Representation and Structure, Fluency, Mathematical thinking, Coherence, and Variation. These sessions will introduce each ‘big idea’, explaining why they are at the core of Teaching for Mastery and exploring how they are used effectively in high quality materials. The sessions will be most useful for members of staff who are new to Teaching for Mastery or would like to refresh their understanding. Participants will be required to review the impact of CPD with their Maths Lead as part of your school’s participation in the Hub’s Sustaining programme.
Are you interested in increasing parental engagement in maths? The Mastering Number - Parent Project aims to increase parental engagement in mathematics by inviting parents into school to learn games alongside their children that they will them play at home over a 5 week project. These sessions are to explain how the project works and to prepare your Reception, year 1 and year 2 teachers to deliver these workshops back in your own schools.
“Problem solving should be an integral part of everyday teaching for mastery.” This work group will explore what is meant by problem solving and how we can support children by developing metacognitive strategies and explicitly modelling the process through the 4 stages as outlined by Polya (1945): • Understanding the problem • Devising a Plan to tackle it • Executing the plan • Checking the solution and reflecting on the plan. Participants will focus on an area relevant for their school and research and trial suggested approaches in their classrooms . This is also suitable for teachers with Y6 pupils preparing for the reasoning papers in KS2 SATs.
Option 1: Face-to-face working party. This working party will use current documentation and high-quality resources to explore possibilities for practical opportunities to assessment children at the end of KS, focusing on Shape and Space. Assessment opportunities developed will then be trialed and adapted by participants back in their schools. Option 2: Twilight online sessions. This group will have an online session in which they will study the materials developed in the working party and trial
Following the success of the pilot year of Mastering Number at Key Stage 2, we would like to offer Sustaining schools who took part in the pilot a second year of support to ensure the program has been embedded. This is also an opportunity for staff who are new to Mastering Number at KS2 to learn about the program and how to deliver it.
Want to see Teaching for Mastery in action? We have arranged a series of dates on which any staff from your school can attend. Our Mastery Specialist will teach a lesson for visitors and then lead a discussion into aspects of the lesson to draw attention to the features of a good Maths lesson and the planning process. Participants will be required to review the impact of this CPD with their Maths Lead as part of your school’s participation in the Hub’s Sustaining programme.
These sessions will allow teachers from years 1, 3 and 5 to explore a structured approach to planning a coherent sequenced journey in a mathematical concept. Teachers will work together reflecting on the materials from White Rose and NCETM to collaboratively plan through a unit, using S planning techniques. Later, they will look closely at the detail involved in planning lessons within a unit. This strand will support teachers to think deeply about their approach to planning, develop subject knowledge and consider how collaboration can enhance their own practice and that of their schools.
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