Layer 1 | Layer 2 | Layer 3 | Layer 4 |
Planning a unit of work in mathematics Planning an effective teaching sequence based on the cycle of assess, teach, practise, apply, review (includes differentiation, pitch and expectation) | Planning for using and applying skills in mathematics Teaching sequence revisited with focus on application of key skills at age-related level | Planning; Using Process Success Criteria to support understanding in mathematics Teaching sequence revisited with focus on scaffolding learning | Planning for personalisation including individuals and groups (e.g. SEN, girls, more able children, EAL, GRT, children achieving level 2C at the end of KS1) |
Subject knowledge in mathematics: Progression and pedagogy Focus on progression of key knowledge and pedagogical approaches in: - Place value and number sense - counting - mental calculations - written calculations - using and applying mathematics - shape - measures - handling data |
Assessment Assessment for learning including: - Objectives and success criteria - An introduction to feedback - Using assessment to inform planning | Assessment - Supporting teacher assessment in MA2, MA3 and MA4 - Developing effective questioning - Feedback and next step marking | Assessment - Moderation of mathematics in MA2, MA3 and MA4 - Supporting teacher assessment in MA1 - Self and peer assessment - Setting effective targets for mathematics | Assessment - Moderation across all attainment targets |
Speaking and Listening Strategies to develop speaking and listening skills | Speaking and Listening - Developing children's use of mathematical vocabulary - Talking Maths | Speaking and Listening Using Talking Maths as an intervention programme | Speaking and Listening Metacognitive talk and refining explanations |
EAL (English as an Additional Language) Introduction to EAL pedagogy/strategies and how these link to learning in mathematics | EAL Focusing on the acquisition of key vocabulary and addressing common difficulties | | |
| Girls and Mathematics An overview of strategies and approaches which engage and motivate girls and build their confidence | Girls and Mathematics - Exploring practical ideas to engage and motivate girls in mathematics - Focus on EY, KS1, KS2, Whole school | |
Subject Leaders Role - Introduction to subject leader role - Writing a policy document for mathematics | Subject Leaders Role - Carry out audit of mathematics across school - Writing an action plan | Subject Leaders Role - Monitoring and evaluation - Measuring impact | Subject Leaders Role Develop classroom based CPD through Lesson study |
Additional Areas of Support
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Supporting newly qualified teachers in mathematics | Effective starter sessions in mathematics | Using ICT to enhance the learning and teaching of mathematics | Challenging all children in mathematics |
Using practical equipment , models and images to support learning in mathematics | Integrating mathematics across the curriculum | Developing a mathematical learning environment | Supporting teaching assistants |
Identifying and implementing intervention approaches | Involving parents in supporting their children's learning in mathematics (may include written calculations) | Mathematics in the foundation stage | Guided group work in mathematics |
Closing the attainment and progress gap in mathematics | Transition | Securing level 2 at the end of Key Stage 1 | Securing progress across key stage 2 for those achieving level 2c at key stage 1 |