Early Years & Primary Work Groups 

For the academic year 2021/22, we are pleased to be able to offer an increased range of Work Groups, enabling the Maths Hub to offer improved support in areas of the Early Years and Primary curriulum which have been impacted by the Covid 19 pandemic. Work group sessions will be a blended mix of online sessions and face to face meetings. 

Don't miss out, register your interest now to be the first to hear when bookings open.

 

 

Our Work Groups are open to all state funded schools, colleges and nurseries in Wiltshire, Swindon, West Berkshire, Reading, Bracknell Forest and Wokingham.

Early Years

 

  • NCP 21-25: Specialist Knowledge for Teaching Mathematics Early Years Teachers 

The purpose of the programmes in this project is to support Early Years teachers in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils in maths in the classroom.

There are two types of SKTM Early Years pathways:

  • Pathway One: Number Patterns and Structures
  • Pathway Two: Pattern, Shape, Space and Measures.

Each pathway has three core elements, three associated pedagogy sessions, and a task to support the transition from theory to practice. There is also a final core unit that aims to review quality provision.

The intention is that each pathway would be the equivalent of a four-day programme. Participants could be encouraged to do one pathway one year and the other the following year.

 

Further Work Groups for Early Years Teachers will be added to the website once details are finalised. Please check back later.

 

Primary

 

  • NCP 21-08: Mastery Readiness Work Groups 

The Mastery Readiness Work Groups provide bespoke support to ensure school systems and cultures are conducive to a teaching for mastery approach. They will prepare for implementing a teaching for mastery approach which is embedded and sustained across the whole school. Mastery Readiness schools will then be ready to progress into Development Work Groups after the Mastery Readiness phase, followed by Embedding and Sustaining phases.

Mastery Readiness Work Groups focus on two key areas:

the development of effective leadership that will remove barriers and put in place structures to support change and teacher professional development in relation to teaching for mastery

development of classroom culture and attitudes to mathematics that will support a teaching for mastery approach, both on the part of teachers and their pupils.

Find out more...

 

  • NCP 21-19: Y5-Y8 continuity Work Groups 

Work Groups in this project aim to strengthen the transition from primary to secondary school by focussing on curriculum and pedagogical continuity over Years 5 to 8.  Central to the Work Group is the promotion of cross phase communication between teachers to address issues of maths knowledge and learning transition as distinct from pastoral considerations. The multiplicative reasoning resources and draft algebra resources provide a mathematical focus to the work, although individual Work Groups are free to focus on a different aspect of the KS2/3 curriculum. Find out more...

 

  • NCP 21-24: Working partnerships with ITT providers

Any work undertaken in this project will be in conjunction with the leaders of maths provision in ITT institutions to strengthen the partnership and agree actions that will support the deepening of understanding of teaching for mastery for ITT trainees at an award level.

This year, Work Group Leads will be asked to select from a set of models for working which include:

  • local/regional network meetings that lead to additional partnership work focusing on the issues the network group want to focus on, to strengthen the understanding of teaching for mastery pedagogy
  • local/regional network meetings that review principles of teaching for mastery, share ITT units, adapt them for local use, and review where they sit in the institution’s maths programme
  • developing the expertise of mentors to support trainees in mastery-related maths lesson design
  • observation of specialists’ lessons with follow up discussions about the mastery principles (academics and consider this for trainees) in order to identify specific developments for the overall ITT maths programme in light of current school-based practice.

It is important to note that this Work Group has two sets of outcomes – one focused on the ITT providers, and one focused on Maths Hub leadership. It is expected that, as part of this work, the Work Group Lead will support the hub leadership in identifying aspects to support the transition of these trainee teachers into the first years of teaching and this will impact on the hub offer for early career teachers. Find out more...

 

  •  NCP 21-26: Specialist Knowledge for the Teaching of Mathematics (Primary Teachers) Programmes 

The purpose of the programmes in this project is to support primary teachers in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils in the maths classroom.

The programme is based on five core primary modules:

  • Policy and impact on practice
  • Number sense
  • Additive reasoning
  • Multiplicative reasoning
  • Fractions.

These core modules are each designed to be delivered over three hours and the suggested model includes this core unit and then additional time to work on that area – local leads to bespoke.

The modules are expected to be integral to the design of the SKTM programme.

This programme will the equivalent of four days. Find out more...

 

  • NCP 21-27: Specialist Knowledge for the Teaching of Mathematics (Primary Teaching Assistant) Programmes 

The purpose of the programmes in this project is to support primary teaching assistants (TAs) in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils in the maths classroom.

This year will see the launch of Primary Teaching Assistant specific materials (same areas as primary SKTM) and focus on the following mathematical areas:

  • What is effective in the learning and teaching of mathematics?
  • Number sense (part 1)
  • Number sense (part 2)
  • Additive reasoning
  • Multiplicative reasoning
  • Fractions.

These modules are each designed to be delivered over three to four hours, though if online more time may be needed

Cohort Leads may not focus on all of the above in response to local circumstances.

This programme will last the equivalent of four days. Find out more...

 

  • NCP 21-28: Specialist Knowledge for the Teaching of Mathematics (Primary Early Career Teachers) Communities

This project is designed to support Early Career Teachers (teachers in their first two years of teaching)

It is expected that the local offer will select from one (or more if multiple NCPs are running) of the following themes:

  • designing effective learning and teaching in mathematics (building early number concepts)
  • designing effective learning and teaching in mathematics (additive reasoning)
  • designing effective learning and teaching in mathematics (multiplicative reasoning).

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. Other areas of maths could be supported in a second year to maintain the engagement/momentum of this group.

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

Research & Innovation Work Groups

 

Details for 2021/22 Research and Innovation Work Groups are to be confirmed. Last year Work Groups covered SEND, Covid Recovery Times Tables and Bridgeing the Gaps in Number for Disadvantaged Children.

 

Please check back later for more details of our 2021/22 Work Groups or let us know you are interested.