Welcome to the Jurassic Maths Hub opportunities for 2022 / 2023. Please scroll down for more information on our Primary and Early Years opportunities and a chance to apply. Or click on the image to open a printable PDF brochure of all the Work Groups currently recruiting.
| Jurassic Maths Hubs Primary and Early Years Programmes 2022/23 | |
| Primary Teaching for Mastery Journey | |
| Programme | Details Please click on the title of the Programme to take you to further information or ‘Apply Now’ for the application form. |
NCETM have recognised that some schools have identifiable barriers to being able to successfully engage with a Teaching for Mastery Development Work Group. For these schools, a year of support prior to joining a Development Work Group is provided through joining a Mastery Readiness Work Group. The Work Groups focus on two key areas:
The participant schools identify lead teachers who will work with (or be from) the school’s leadership team and the Mastery Readiness Lead to drive whole school developments. It is important that the same participant teachers attend the workshops and predominantly work with the Mastery Readiness Lead during school visits. The Maths Subject Lead and another teacher from each school will receive Professional Development and attend networking events, with the head teacher expected to take an active role in the programme too. This will be five workshops on average – which may vary in duration. In addition, the Mastery Readiness Leads will spend a minimum of five half days (one per half term) in the school developing, implementing and reviewing an action plan alongside school staff. The action plan will focus on areas related to the five Catalysts of Change (Systems, Arithmetical Proficiency, Vision and Culture, Mathematical Mindsets, Subject Expertise) which is bespoke to the needs identified. | |
Participants are schools who wish to develop a teaching for mastery approach. Each school sends two teachers to half-termly meetings supported by a Teaching for Mastery Specialist. These meetings give opportunities for joint observation of lessons as well as collaborative planning. After each of these meetings, all schools agree actions that they will take before the next meeting, with a focus on teaching for mastery principles and the five big ideas of mastery. Each term the Teaching for Mastery Specialist completes a school visit to support the school in its development of an action plan and to collaboratively plan with participating teachers. Any school who has not yet participated in a Developing Work Group can apply to join one and schools in a Mastery Readiness Work Group in 2021/22 automatically move into a Developing Work Group. For new schools (who have not engaged in Mastery Readiness) Developing Teaching for Mastery is the start of a Teaching for Mastery journey; in the second year the journey moves to Embedding Teaching for Mastery and in the third year Sustaining Teaching for Mastery. Each participating school receives £1000 towards costs | |
Schools in Developing Work Groups in 2021/22 automatically become part of an Embedding Work Groups in 2022/23 supported by the same Teaching for Mastery Specialist where possible. Six meetings and one school visit per school. Each participating school receives £500 towards costs Schools will then be invited to join a Sustaining Teaching for Mastery Work Group after this Embedding year. | |
All schools who have previously engaged in a Teaching for Mastery Work Group are invited to participate in a Sustaining Teaching for Mastery Work Group. This is schools in Developing Work Groups from 2015/16 to 2020/21 including schools in Embedding Work Groups in 2021/22. The Work Groups will focus on collaboratively planning, observing, and discussing research lessons with opportunities for different members of staff to be involved. | |
The programme aims to secure firm foundations in additive relationships and the development of good number sense; attention will be given to key knowledge and understanding needed in Reception and progression through KS1. Lead participants will be supported by central training, local meetings, and resources. There is an expectation that Reception and KS1 teachers will provide a daily teaching session for all children of 10 to 15 minutes linked to these resources. This programme is open to schools that have not yet engaged with Mastering Number. | |
Specialist Knowledge for Teaching Mathematics (SKTM) | |
Programme | Details |
SKTM
| There are six programmes available: · Primary Teachers – Programme 1: Multiplicative Reasoning · Primary Teachers – Programme 2: Spatial Reasoning · Primary Early Career Teachers Phase 1 · Primary Early Career Teachers Phase 2 The programmes are focussed on developing specialist knowledge for teaching mathematics enabling participants to better understand, teach and support learners in the classroom. The model for these is four PD days with in-school work between these days. Schools are encouraged to engage at least two participants in a group, where possible, to maximise learning and impact. Some programmes will run online, to allow access across the hub region, whilst others will run face to face. |
PD Lead Accreditation Programme
Programme | Details |
| There are two programmes available: · Early Years PD Leads · Primary Teachers PD Leads This programme is for teachers of maths who have existing commitments and responsibility for designing, leading and evaluating maths teacher professional development, and the potential to develop further. |
