Workshop Dates:-

Friday 4th November - Online Welcome 1530-1630

Friday 2nd December - Munstone House Country Hotel, Munstone, Hereford HR1 3AH 0930-1500

Friday 3rd February - Online 0915-1215

Friday 24th March - Online 0915-1215

Friday 23rd June - Face to Face (Hereford) 0930-1500

Following the success of the ECT Work Group 2021-22, we are pleased to offer two Phase 1 ECT Work Groups this year. To give you a flavour of this Work Group, this is what previous participants have said about the impact on themselves and their pupils:

 “The impact is building pupils' confidence and closing the gap from previous years.”

“Children feel more confident and have increased fluency in a variety of number topics.”

I have learnt “how much the steps to achieve need to be broken down and how clearly the teacher needs to have this in their mind.”

This project is designed to support Early Career Teachers (teachers in their first two years of teaching) who did not take part in the Early Career Teachers Work Group in 2021-22. Our offer will include the following theme:

• designing effective learning and teaching in mathematics (building early number concepts)

The aim of this community is to work deeply on one area of maths, drawing in the associated pedagogy, and will include lesson analysis and lesson design. It is intended that the School mentor will attend the introductory meeting with their ECT participants and will work together to complete school based tasks.

It is expected that this work would be linked to the Early Career Framework so could be viewed as a two-year offer.

‘Teachers deserve high quality support throughout their careers, particularly in those first years of teaching when the learning curve is steepest… However, too often, new teachers have not enjoyed the support they need to thrive, nor have they had adequate time to devote to their professional development. The Early Career Framework (ECF) underpins an entitlement to a fully-funded, two-year package of structured training and support for early career teachers linked to the best available research evidence.’ – ECF (Jan 2019)

This project aims to offer high quality maths support for Early Career teachers, recognising the requirements of the ECF and the impact of Covid on their ITT experience. In 2020/21 many hubs focused a RIWG on an NQT-specific offer. This NCP builds upon the learning from this work and the ECF roll out from September 2021.

The ECF underpins what all Early Career Teachers should be entitled to learn about and learn how to do based on expert guidance and the best available research evidence. As is the case for other professions, areas covered in initial training will be covered in greater depth as part of induction as teachers continue their journey to becoming experts. The work in this NCP will be in line with this, with an emphasis on standards 2, 3 and 4.

Who will be leading the group?

Julie Marston and Louise Langford 

Julie is a Primary Maths Teaching for Mastery Specialist and NCETM PD Accredited lead. Julie has a Masters in Primary Maths, specialising in Variation Theory, MaST qualification and excellent experience across the full range of primary classes.

Louise is an NCETM PD Accredited Lead and experienced Mathematics subject leader, who has taught across the primary age range and now works in Initial Teacher Training. Louise has an MA in Education- Early Mathematics Intervention, is an approved assessor and specialist teacher for Mathematical Learning Difficulties and Dyscalculia.

Who is it for?

Participants will be those identified as Early Career Teachers – teachers in their first or second year of teaching. Participants also must not have taken in the Early Career Teachers Work Group in 2021-22

Joining details will be sent by email approximately ten days before the first workshop and will be noted in the Basecamp community for the participants of this Work Group.

What are the intended outcomes?

Pupil outcomes

Pupils will:

• be seen to elaborate when responding to questions, showing that their answer stems from a secure understanding
• be seen to positively engage with challenging content.

Practice development

Leaders will:

• be aware of the work and, with the mentor, consider its implications within the school.

Practice development

Through collaboration with colleagues, participants will plan and teach a carefully sequenced and coherent area of mathematics, by:

• identifying essential concepts, knowledge, skills within the topic area and providing opportunity for all pupils to learn and master these critical components
• ensuring pupils’ thinking is focused on key ideas within the topic area
• evaluating and adapting existing resources to enable them to be used to meet the needs of pupils
• being aware of common misconceptions and exploring ways of handling them to help pupils master important concepts.

Professional learning

Teachers will enhance their maths subject knowledge with an emphasis on the key structures in each mathematical area covered. This will be evidenced in lesson design through:

• appreciation of the key ideas underpinning the area of maths being taught
• an understanding of key principles and approaches associated with teaching for mastery – signature pedagogies for maths
• an understanding of approaches to assess pupils’ prior learning, so that learning sequences are planned to take this into account
• making appropriate use of representations to expose the structure of the maths being taught.

What is the cost?

Free