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Early Years - Specialist Knowledge for Teaching Mathematics - Number Patterns and Structures - Telford (Tuesdays)

Dates: To Be Confirmed, Telford TBC


Number Patterns and Structures.

Bookings are limited to one place per school for this work group.

Participants  will develop their mathematical subject knowledge in conjunction with understanding the pedagogy that underpins the teaching of it. Understanding of mathematical structures will be explored so participants gain a detailed understanding of how children learn early mathematical concepts.

Each pathway has three maths sessions, three associated pedagogy sessions and a gap task based on an action research cycle. This is a continuation of NCP19-24 where core materials were shared, trialled and evaluated.

This year an extra session has been developed, which is designed to be delivered at the end of the pathway.  This session is designed to focus on reviewing best practice in Early Years and how these approaches link to the principles of teaching for mastery.

Who will be leading the group?

Sue Evans and Fiona Wood

Sue and Fiona are Primary Maths Teaching for Mastery Specialists and NCETM PD Accredited leads. Both are experienced Primary Maths subject leaders, with MaST qualification. Sue and Fiona have undertaken extensive Primary Maths research of different educational systems, including working collaboratively with and hosting teachers from Shanghai. Both have worked collaboratively as part of the national working party to develop EYFS Development Work Groups.

Who is it for?

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

If your school is currently more focused on preparing for teaching for mastery you may want to consider engaging with NCP20-08.

What are the intended outcomes?

As a result of this project, participants will not only be able to ‘do’ mathematics, but will also have the appropriate pedagogical knowledge to teach and support their pupils well. Participants will develop both their knowledge about maths and knowledge about the teaching of maths, with a particular emphasis on developmental progression in the Early Years to ensure sequences of learning are cohesive, developing better pedagogy and being aware of how pupils learn, and how to teach the content most effectively. Classroom practice will develop through participants’ engagement with gap tasks between meetings, trying out activities with pupils to promote understanding, reasoning and fluency.undefined

What will it involve?

Classroom practice will develop through a series of gap tasks where participants try out activities to promote depth of understanding, reasoning and fluency; these might include pupil interviews, lesson study and work scrutiny. Research and evidence are used to inform their practice and participants are encouraged to share these more widely in schools to support discussion on current policies and approaches.

The programme will have the following elements:

  • Three face to face workshop days
  • Independent study and setting-based work including gap tasks and evaluation
  • Online discussion as part of a professional community

All participants are expected to attend all workshops and complete gap tasks in their schools between the sessions. They will be asked to keep a reflection log for their own use and contribute to the national evaluation process, through a short online survey after the Work Group has finished.

What is the cost?

Free

Cover costs of up to £200 per day will be paid for teachers in their first two years of teaching. Please indicate where requested on the booking form.


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