NEW NATIONWIDE PROJECT STARTING SEPT 2021 – Aimed at teachers and pupils in Reception, Year 1 and Year 2
This new fully funded programme aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
Each school taking part will nominate 3 teachers to participate – one each from Reception, Year 1 and Year 2.
BOOKING NOW OPEN FOR 2021/22 PROGRAMME – Click on ‘Apply Now’ button below
The key aim of this programme is to strengthen the transition from primary to secondary school by focusing on curriculum and pedagogical continuity over Years 5 to 8.
A key theme is multiplicative reasoning and content will include developing a deeper understanding of multiplicative structures, such as fractions, decimals, percentages and ratios.
A lesson study approach is encouraged where all participants focus on a particular aspect of the maths curriculum and work collaboratively to develop this in their schools. Cross-phase classroom observation and discussion of practice is encouraged wherever possible. Participants are expected to consider ways to develop the approaches explored during the project with other staff in their schools.
PLEASE BOOK BELOW FOR 14th MAY & 18th JUNE 1.15-3.15pm
Never before has it been so critical to identify, assess and address children’s difficulties with mathematics.
Aimed at supporting the implementation and progression of a mastery curriculum, this diagnostic approach (developed in New Zealand) is based on interview techniques and a structure of conceptual development. It will support practitioners in their understanding of the strategies to support learners in mathematics.
This fully funded programme is aimed at KS2 primary teachers, maths subject leaders and SENCOs.