Maths Hub

Maths Hub

Intervention in a Mastery Context

  • Published in Primary

 

Teaching for Mastery Focused Issue Work Group:

Intervention in a Mastery Context 

 

Overview

 

This Work Group is a professional development workgroup that supports schools, teachers and teaching assistants at various stages of their adoption of a mastery approach to teaching mathematics. It develops participants’ understanding of the nature and practice of mastery and it explores effective intervention strategies, linked to class lessons, that enable struggling learners both to catch up and to keep up. It does not focus on a specific intervention programme.

Over three days spread over several weeks, we look at planning and managing intervention, including diagnostic assessment to ensure there is a clear understanding of pupils' needs, strategies to develop variation and ideas to support fluency. Gap tasks are designed to enable teachers and teaching assistants to put elements explored into practice and consider their effectiveness with their own pupils and in their own classrooms.

 

If you are interested in participating in this Work Group please email Judith Copley at This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

 

Lesson Design

  • Published in Primary

Teaching for Mastery Focused Issue Work Group:

Designing Lessons: depth of learning for all

 

Overview

The project will focus on designing effective lessons, making use of key resources such as the Primary Mastery Professional Development materials and text books. This Work Group will provide schools with the opportunity to reflect on how these materials can be best used to support teachers through the planning process and to develop subject and pedagogical knowledge.

 

This Work group is for schools that have made a significant commitment to teaching for mastery in their curriculum planning are invited to nominate two teachers for the Work Group. It is recommended that schools have participated in a TRG Work Group, but this is not essential. One of the teachers attending the Work Group should be in a middle or senior leadership role (ideally the Maths Lead), with experience and expertise in teaching for mastery. It will also be suitable for schools that have taken up textbook match funding and are looking for support with good use of the new resources.

 

Sign up for Lesson Design here

 

Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

 

Early Years: Beginning & Continuing the Mastery Journey

 

Beginning the Mastery Journey in EYFS

 

Who is the work group suitable for?

RQTs, NQTs, Teaching Assistants and Nursery Nurses

 

What will be covered in the work group?

Exploring depth of learning in Mathematics in EYFS: what it will look like, how to develop a mastery approach and ensuring a deep understanding of each of the development matters statements. In addition, we will explore learning trajectories, subitising and environments.

 

What will be expected of attendees?

To attend all 4 sessions and to complete gap tasks

To Sign up to this Work Group Click Here!

 

 

Continuing the Mastery Journey in EYFS

 

Who is the work group suitable for?

Suitable for Class Teachers, EYFS Leaders or Maths leaders who wish to know more about Maths Mastery Journey in EYFS teachers who work with children aged 3-5 and have accessed previous ROSIS EYFS ‘mastery’ approach training.

 

What will be covered in the work group?

CPD Based on the six NCETM EYFS themes of: cardinality, composition, comparison, pattern, shape and measures – suitable for practitioners that work with children aged 3 to 5 and already have some knowledge of deep mathematical thinking in EYFS and want to further extend their knowledge and impact in the classroom. (you may have already accessed the beginning the journey CPD). The CPD also includes school to school visits and peer observations with an allocated partner school.

 

What will be expected of attendees?

To attend all 5 sessions of the group, select and complete gap tasks, engage in an informal school to school visit with a partner school and complete a short case study.

To Sign up to this Work Group Click Here!

 

 

Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

 

 

 

LLME Communities

 

LLME Communities

 

This summary includes the two elements of this NCP; the NCP Workshops for Community Leads and the work that each individual hub undertakes to nurture and grow their own LLME community.

This is a continuation of the work started in 2018-19 to give definition and an evidence-based framework for the intentional design of a hub LLME community. The five principles that were developed in 2018-19 are:

  1. Common meaning and purpose 

  1. Plan for professional growth 

  1. Push and pull your colleagues 

  1. Professionalism  

  1. Collective and collaborative leadership

A hub’s LLME community is defined as the MHL(s), AMHL(s), other Leads, Specialists and Work Group Leads that support the work of the hub These professionals could have other roles e.g SLEs or PD leads but they need to be working directly with the hub in the roles outlined.

 

The growth and development of a vibrant LLME Community is a key element in the success of the whole programme. It is expected that hubs plan for activities annually that are both in line with the five design principles outlined above and that consider the content balance between the ‘3-legged stool’ of mathematics, leadership and community. Hubs should also use the emerging LLME Quality Framework to provide guidance.

 

As part of this project there will a series of NCP central workshops held in London, Birmingham and Manchester. The purpose of these is to exemplify strategies and principles as well as provide time for reflection and future direction. Each hub will be expected to send five delegates and to carefully consider the balance of role, skills and experience in these people.

 

 Each work group is led by a local leader of mathematics education (LLME) and teachers wishing to join this group of facilitators and help lead local maths development can contact Tara at This email address is being protected from spambots. You need JavaScript enabled to view it.

Secondary Mastery Specialist Programme

 

Secondary Mastery Specialist Programme

2019/20 Cohort 4 - Information and Application

 

Overview

Following the success of the secondary Mastery Specialist programme thus far, Maths Hubs, working in conjunction with the NCETM, are now seeking applications from secondary schools that wish to nominate ‘lead teachers’ to take part in an important three-year professional development programme leading to the designation of Secondary Mastery Specialist. Schools nominating teachers for this role would be committed to the development of teaching for mastery in the lead teacher’s classroom, across their mathematics department and, later on, to facilitate and support the development of teaching for mastery in a small number of other interested secondary schools within their Maths Hub area.

 

Background

Since 2014, Maths Hubs and the NCETM have been working together to develop approaches to teaching for mastery, a pedagogical approach which aims to develop a deep and connected understanding of mathematics for all learners, enabling them to enjoy mathematics, demonstrate high achievement (including in examinations), giving them a sound basis for future learning and preparing them for their future employment.

Several cohorts of Primary Mastery Specialists have completed a development programme and are now each leading Work Groups involving other primary schools and at secondary there are already 3 cohorts of Mastery Specialists participating in a three year programme. A number of them have shared some of their reflections on how they have developed practices within their own schools in a series of short videos. The government has committed substantial funding to support the expansion of teaching for mastery in the coming years. Funding is now available to support the development of a fourth cohort of Secondary Mastery Specialists.

 

What will participation in the programme involve?

Participating schools will nominate a lead teacher to develop as a Mastery Specialist and follow a three year programme beginning in the Autumn term of 2019. During the first year, the emphasis will be on the lead teacher developing her/his knowledge, understanding and skills of teaching for mastery and the work will amount to 15 days’ worth of time, funded at £200 per day. It will include the following activities and tasks:

  • 4.5 days attending 3 central residentials (dates and locations to be confirmed)

  • 10.5 days personal development to include:

    • working on their own classroom practice

    • meeting with the hub’s Secondary Teaching for Mastery Lead and wider team

    • visiting classrooms (Primary and/or Secondary) to see teaching for mastery in action

    • attending Shanghai Showcase events (where possible).

The head teacher, or their representative from the school’s senior leadership team, will also be required to attend a half day launch alongside the lead teacher at the first residential.

In the academic year 2020/21, the participants will continue to develop their own classroom practices but with a significant emphasis on developing the knowledge, skills and understanding of all members of the department and to explore, develop and implement department-wide approaches, structures and systems which support teaching for mastery. This work will amount to 15 days funded at £200 per day and will include the following activities and tasks:

  • 3 days attending two residentials (dates and locations to be confirmed)

  • 8 days development including:

    • working within their own department

    • liaising with the hub’s Secondary Teaching for Mastery Lead and wider team

    • visiting classrooms to see teaching for mastery in action

    • attending Shanghai showcase events

  • 4 days participating in the NCETM Accredited PD Lead programme and acquiring accredited PD Lead status to support the development of their own skills in leading professional development.

    (If the participant is already an NCETM Accredited secondary* PD Lead, these days will be spent doing wider work related to teaching for mastery as directed by the Secondary Mastery Lead).

   

There's Not Enough Words

 

There are too few words to describe the complexities of our number system.

I am sure there is nothing new about what I am trying to explain here, much of it is to get my own head around some fundamental issues.However the concepts are often poorly understood through a lack of clear and unambiguous language.

The framework I am trying to describe is this..

 

b1

 

 

Additive operation

The operation suggests a before and after, the number sentence (or equation) suggests you start with 5 and there is an operation of 3 added to this to make a new value of 8. This is AUGMENTATION.

 

b2

 

 

The reverse operation is taking away the 3 from the new starting number 8 so the new value is 5. The diagram could be drawn left to right but here I am emphasising the REVERSE operation which is the INVERSE of adding on, that being taking away.

 

b3

 

 

Interesting to note that you can do the same operation (adding on) but with an INVERSE number (in this case negative 3) which also results in getting back to where you started with.This isn’t a point I would necessarily raise with learners early on but is important for comparing the nature of additive and multiplicative systems.

Of course it is also perfectly possible to start with 3 and add on 5 which is another “story” in whatever context the equation is representing but illustrates the COMMUTATIVE nature of addition.

 

b4

 

 

Additive: same amount expressed different ways

 

b5

 

 

Rightly or wrongly I am using a horizontal bar to describe this but this is just for my own benefit and there is nothing mandatory about this.

Consider the amount 8. This can be PARTITIONED into 5 + 3 among many other ways of course. And recombined by AGGREGATING to find the original sum.

There is no before and after, just a value of 8 (or items if we are considering a context) which can be “split” into two or more separate values and then recombined to make the original value.

 

.

Additive Comparison

 

Again there is no before and after, but two values occurring at the same time. The comparison is not specifically linked to adding on or taking away but depends which value is your initial focus.

 

 

If we consider 5 first, then 8 in comparison is three more than 5.

If we focus on 8 first then 5 in comparison is 3 less than 8.

 

b6

 

 

NOTE that we can add 3 on to 5 to result in 8 or take away 3 from 8 to result in 5.

We can also find the difference by taking away 5 from 8 to get 3 but we do not (normally) take 8 from 5 to get a difference of -3, the difference is always positive.

So the difference between 8 & 5 is the same as the difference between 5 & 8, this has implications for interpreting the number sentence.

.

Multiplicative operation

b7

Here we have a before and after situation where 5 has been multiplied 3 times. In effect we have an ENLARGEMENT of SCALE FACTOR 3 to produce a new number or PRODUCT which in this case is 15

b8

We can do the REVERSE operation with the same number (this being division – whatever that means) but it looks like we are dividing the starting number 15 into 3 equal sections and choosing just one of them. Another way to think of this could be to say 15 (the new starting number) represents 3 parts and I want to know what one part is.

Of course we can (like additive) do the same operation with an INVERSE number (in this case multiply by 1/3) but language helps if we say what is a “third of”.

b9

Multiplicative: same amount expressed different ways

Most easily shown by an array. There is no starting number or new end result, just in this case 15 items but the can be arranged in such a way that shows 5 groups of 3 or three groups of 5 are equivalent to 15. Similar to partitioning and aggregation this form of expressing a value as a product of its factors is called FACTORISING.

b91

Note there is a language issue which can confuse.

Three lots of five in context is not the same as five lots of three, but the product is the same. Five lots of three is the same as 3 multiplied 5 times the latter of these suggests an operation whereas the former leans more to factorising?

.

Multiplicative comparison

For this example I am going to choose the numbers 10 & 15. Like the additive comparison it depends on which is your initial focus.

In terms of 10, the number 15 is 1 ½ times this.

b92

We can see this by comparing equal parts and in this case can conveniently simplify the comparison of 3 lots of 5 with 2 lots of 5 to 3/2 or 1 ½ .

Note that this also finds us the scale factor to turn 10 into 15 using the multiplicative operation.

But if we focus on 15 first, (I have swapped the bars around) then in terms of 15 the value of 10 is only 2/3 this.

b93

 

 

Like the additive comparison there are two ways of looking at it (more than, less than), the multiplicative comparison can also be done both ways, although the comparative RATIO should be written in a specific way depending on the context or focus number, unlike the difference which is always given as a positive number.

.

Dividing into a ratio

Now we are combining both additive and multiplicative structures such that the two parts of an additive model are in a ratio.

This opens up a whole new set of issues including fractions of amounts.

b94

The whole is divided into equal portions where the word part could be used to describe each of these smaller, equal parts or indeed each of the combined section of portions that constitute the part, part whole of the additive model.

If we take a particular example

b95

.

.

 

This example can be described many ways, e.g. three-fifths of the whole 30 is 18

18 as a comparative multiplicative portion of 30 is 3/5 and 3 is to 5 is in the same proportion as 18 is to 30.

Whereas the ratio of the additive parts 2:3 gives us the constituent parts of the whole in an additive sense, being 18 and 12 which are also in the same proportion as the ratio 2:3

 

So to go back to my original issue for writing this piece….

There aren’t enough words to describe the complexity of our number system, or perhaps there are but they are not all used commonly. Those that are used do not always clearly express the distinctions that need to be made to gain a full and deep understanding.

.

Generic terms, particularly the four favourites of Addition, Subtraction , Multiplication & Division and perhaps added to these the words Part & Proportion on their own are not sufficient to distinguish the subtleties that at least need to be understood by teachers if not learners and whilst we continue to use them in a general way ambiguous meanings and therefore misunderstandings will prevail.

.

The use of diagrammatical models certainly allow us to clarify what we mean and can act as a frame of reference to all when clarifying our meaning but perhaps there is also a need for a clarifying language of terms so we can explain our deeper understanding.

Although I doubt we will ever see KS2 questions quite like this…

.

“Describe the how the multiplicand and the product in a multiplicative relationship can be used in a comparative way to find the multiplier and the significance of this quotient in describing the proportion between the aforesaid multiplicand and product.”

.

Although if you have read and understood this blog, you may well be able to give it a go.

Psychosides 2017

 

Early Years: Specialist Work Groups

 

 Early Years: Specialist Work Groups

 

 

PLANNING FOR PROGRESSION IN F1

 

Together, we will explore how to effectively plan for the needs of F1 pupils and develop various planning materials.

Topics will include: age appropriateness, pedagogy, breadth of learning and stimulating deep thinking. Suitable for Foundation Leaders and Maths Leaders who have already accessed the beginning the journey and continuing the journey work groups.

Work Group Leader: Jenni Logan

Leader Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

Location:   Meadow View Primary School, Meadowhall Road, Kimberworth, Rotherham, S61 2JD (Near Meadowhall)

Session Time: 1:15pm – 3:45pm

Dates:        

  • Session 1: Monday 23rd September 2019
  • Session 2: Monday 14th September 2019
  • Session 3: Monday 25th November 2019
  • Session 4: Monday 20th January 2020

Join Here

 

PLANNING FOR PROGRESSION IN F2

Together, we will explore how to effectively plan for the needs of F2 pupils and develop various planning materials.

Topics will include: age appropriateness, pedagogy, breadth of learning and stimulating deep thinking. Suitable for Foundation Leaders and Maths Leaders who have already accessed the beginning the journey and continuing the journey work groups.

Work Group Leader: Jenni Logan

Leader Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

Location:   Meadow View Primary School, Meadowhall Road, Kimberworth, Rotherham, S61 2JD (Near Meadowhall)

Session Time: 1:15pm – 3:45pm

Dates:        

  • Session 1: Monday 30th September 2019
  • Session 2: Monday 21st October 2019
  • Session 3: Monday 2nd December 2019
  • Session 4: Monday 27th January 2020

Join Here

 

INCREASING PARENTAL INVOLVEMENT THROUGH MATHEMATICAL TALK

Together, we will explore research, reflect on practice and develop and run a parental programme that will support parental involvement and increase mathematical talk in the home. Suitable for Foundation Leaders and Maths Leaders who have already accessed the beginning the journey and continuing the journey work groups.

Work Group Leader: Jenni Logan and Dr. Tim Jay from SHU

Leader Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

Location:   Meadow View Primary School, Meadowhall Road, Kimberworth, Rotherham, S61 2JD (Near Meadowhall)

Session Time: 1:15pm – 3:45pm

Dates:        

  • Session 1: Monday 7th October 2019
  • Session 2: Monday 9th December 2019
  • Session 3: Monday 2nd March 2020
  • Session 4: Monday 4th May 2020

Join Here

 

DEVELOPING MATHEMATICAL LANGUAGE IN THE EARLY YEARS

Together, we will explore research, reflect on practice and develop materials that will support teaching in F1 and F2.

Topics will include: language appropriateness, sustained shared thinking and stem sentences. Suitable for Foundation Leaders and Maths Leaders who have already accessed the beginning the journey and continuing the journey work groups.

Work Group Leader: Jenni Logan

Leader Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

Location:   Meadow View Primary School, Meadowhall Road, Kimberworth, Rotherham, S61 2JD (Near Meadowhall)

Session Time: 1:15pm – 3:45pm

Dates:        

  • Session 1: Monday 10th February 2020
  • Session 2: Monday 23rd March 2020
  • Session 3: Monday 27th April 2020
  • Session 4: Monday 22nd June 2020

 

Join Here

 

 

Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

Mastery Readiness

  • Published in Primary

 

Mastery Readiness Work Groups

 

Download the Application Form here

 

Overview

Mastery Readiness is the programme that precedes the Teacher Research Groups (TRGs) with the Mastery Specialists. Beginning in the Autumn Term 2019 and continuing through the academic year, each Maths Hub will accept cohorts of six or seven schools to engage in the following activities which will include:

Each school identifying two teachers including the maths lead to support developments within their school

Attend up to two local training events per term, represented by the subject leader (SL) and one other teacher. The headteacher should attend on the first day and as many subsequent days as possible. The training would include an introduction to mastery, how to prepare a school to be ready to implement teaching for mastery, initial steps, both in leadership and in classroom teaching, and strategies to overcome potential barriers.

Receive two half-day school visits, per term, from the lead to identify specific school issues, support the development of a long-term action plan, and bespoke support in developing mastery readiness.

Schools that have been successful in beginning to implement strategies and have shown commitment to the programme which lay the foundations for teaching for mastery will be considered to become part of the main Teaching for Mastery Work Groups beginning in the Autumn Term 2020.

Participating in the Mastery Readiness programme will provide the following benefits to participant schools: Free, high quality support for teacher professional development for the lead teachers, facilitated by the Mastery Readiness Lead, Support for the head teacher in addressing leadership issues related to mathematics and contributing to raising standards, Support and resources to develop the school’s readiness to engage with a mastery approach to teaching mathematics and the Opportunity to work closely with other schools also developing mastery readiness

The programme works with schools on 5 ideas of Mastery Readiness:

Vision and Shared Culture

Subject Expertise

Mathematical Mindset

Systems

Arithmetic Proficiency

There are workgroups based on all of these which the maths subject leader and another teacher attend (HTs on the first session) and they are followed up by five school visits by the Mastery Lead to help put in place an action plan and work on how to deliver this.

We would encourage you to speak to one of the following people in your area for futher inforamtion and advice if you have any questions regarding the Mastery Readines Programme before you submit your application form to us. 

 

Michelle Knott (Barnsley) - This email address is being protected from spambots. You need JavaScript enabled to view it.

Yvonne Whaley (Doncaster) - This email address is being protected from spambots. You need JavaScript enabled to view it.

Jan Hedge (Sheffield) - This email address is being protected from spambots. You need JavaScript enabled to view it.

Judith Copley (Rotherham) - This email address is being protected from spambots. You need JavaScript enabled to view it..uk 

 

Please send your completed application form to Tara at This email address is being protected from spambots. You need JavaScript enabled to view it. 

 

Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

Embedding Technology

  • Published in Post 16

 

 Embedding Technology 

 

Overview

This NCP and its Work Groups aim to develop and sustain regional communities of practice involving collaboration between teachers in embedding technology into their teaching of Core Maths, A level Mathematics and/or Further Mathematics, whilst also developing participants as technology champions in their own school or college.

There is a range of currently available mathematics teacher PD around specific technology skill development and application to teaching but little evidence of sustainable, widespread embedding of technology in teaching and learning in all Level 3 mathematics classrooms. This NCP endeavours to address the DfE 2017 A Level Content statement “The use of technology, in particular mathematical and statistical graphing tools and spreadsheets, must permeate the study of AS and A level mathematics” and the Smith Review Report Recommendation 14: “The DfE should seek to improve the evidence base on the role and effectiveness of technology in the teaching of 16-18 mathematics”. 

 

The Embedding Technology NCP consists of direct partnership working between the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP).

 

 

To join this Work Group please email Tim Squire  This email address is being protected from spambots. You need JavaScript enabled to view it. to register your interest.

 

 

Joining a Work Group will require you to have an NCETM username for the final evaluation.

Click here to show you how to find yours or create an account, it is FREE!

Bespoke

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