Pattern, Shape, Space and Measures
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.
Fiona is a Primary Maths Teaching for Mastery Specialist and NCETM PD Accredited lead. She is an experienced Primary Maths subject leader, with MaST qualification. Fiona has undertaken extensive Primary Maths research of different educational systems, including working collaboratively with and hosting teachers from Shanghai. She has worked collaboratively as part of the national working party to develop EYFS Development Work Groups.
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.
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.
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:
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.
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.