EMBEDDING MATHS FOR MASTERY

Our series of professional development comprises sessions delivered by our Maths Specialist Leader of Education, who has a wealth of expertise and who is a Primary Maths Mastery Specialist teacher with the West Yorkshire Maths Hub and the National Centre for Excellence in the Teaching of Mathematics


The course is fully consistent with White Rose Schemes of Learning and textbooks such as Maths – No Problem! Each session covers an area of Maths that follows the sequence of learning set out in White Rose planning.

 

Teaching for Mastery - Conceptual variation

The central idea of teaching with variation is to highlight the essential features of a concept or idea. In this session, we’ll explore how we can present and develop maths concepts in ways that promote deep and sustainable learning:

different ways of representing the same concept

highlighting the essential features of a concept through varying non-essential features

emphasising what the concept is and – crucially – what he concept is not

- what needs to be varied to expose the difficult points and misconceptions

Wednesday 21st November 1pm-3.30pm - Scholes Primary

 

Teaching for Mastery – Fractions

This is often one of the most challenging areas of maths for children to learn and for us to teach. In this third session, we’ll look at progression in fractions from Y1 to Y6 and how the principles of teaching for mastery can be used to secure children’s understanding of:

part-whole relationships

fractions as a number with a place in the number system

- calculating with fractions  

Wednesday 23rd January 2019 1pm-3.30pm -  Scholes Primary

 

Teaching for Mastery - Procedural variation and intelligent practice

A key feature of teaching for mastery is the precise design of activities and practice questions so that, rather than children repeating a mechanical activity, they are taken down a path where the thinking process is practised with increasing creativity. We’ll explore how to:

develop practice exercises where, when we move between one calculation and the next, there is a connection

support children from an early age to look for and recognise connections

support children to explain connections and make up examples of their own

-  arrange calculations to draw children’s attention to patterns, structure and mathematical relationships, providing ‘intelligent practice’ and the opportunity to deepen conceptual understanding

Wednesday 6th March 2019 1pm-3.30pm - Scholes Primary

 

Teaching for Mastery - Going deeper 

The National Curriculum states: ‘Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.’

In this session, we’ll look at:

ways to challenge our children who are ‘rapid graspers’

-  how the mathematical thinking of children working at ‘greater depth’ might differ from that of children working at the ‘expected standard’

Wednesday 22th May 2019 1pm- 3.30pm - Scholes Primary

 

Teaching for Mastery - Where are we at now? Action planning

In this final session, we’ll evaluate where we’re at with teaching maths for mastery in our own classrooms, as well as where teachers within our schools are at. There will be opportunity to develop action plans and to explore further any of the pedagogic principles that may support them.

Wednesday 27th June 2019 1pm-3.30pm - Scholes Primary

 

To book a place on Noctua Training workshops or for further information, visit noctuateachingschool.org.uk or call 01943 875050

 

 

 

 

 

 

 


Opportunity

Published: 27/09/2018
Audience: Maths subject leaders who are looking to embed mastery pedagogy across their school and all teachers
Contact: Andrea Taylor

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