|Jurassic Maths Hubs Primary and Early Years Programmes 2022/23|
|Primary Teaching for Mastery Journey|
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 2022/23 automatically move into a Developing Work Group. (Although you will still need to complete a registration form)
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 2022/23 are automatically invited to become part of an Embedding Work Groups in 2023/24 supported by the same Teaching for Mastery Specialist where possible. Six meetings and one school visit per school. (Schools will still need to register to take part).
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 2021/22 including schools in Embedding Work Groups in 2022/23. The Work Groups will focus on collaboratively planning, observing, and discussing research lessons with opportunities for different members of staff to be involved. (Schools will still need to register to take part).
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.
Embedding the Impact (Mastering Number Year 2)
This community is for schools who have already engaged in Mastering Number at Reception and KS1. One nominated Lead Teacher will receive support to make Mastering Number a permanent element of the school curriculum.
The Lead Teacher will engage in an online learning community and have continued access to all teaching materials, recording of central sessions, and sample teaching videos.
Schools wishing to take part must also simultaneously participate in a Teaching for Mastery (TfM) Work Group. The stage at which they join this Programme will depend on a variety of factors, please get in touch to find out your stage.
This is a one year Programme and schools can only take part in this Work Group once.
This project enables pupils in Years 4 and 5 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.
Professional development materials will be provided to cover five short sessions a week, with participants expected to support colleagues in their year groups to use the resources with all Year 4 and 5 classes.
To be eligible schools must be either:
As well falling under one of the above criteria schools must also be part of a Sustaining Teaching for Mastery (TfM) Work Group during 2023/24. (To be eligible for Sustaining TfM schools must have taken part in TfM historically).
Specialist Knowledge for Teaching Mathematics (SKTM)
There are four programmes available:
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.