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News

NEW NCETM MASTERY SUPPORT MATERIALS

Successful teaching for mastery depends to a large degree on a teacher’s subject knowledge, as well as their understanding of the learning steps required, and the order of those steps. Teaching based on knowledge of mathematical structures and relationships gives pupils the best chance of building deep and secure mathematical understanding. To that end, these materials are designed to assist teachers in their own professional development.

We’ve split the curriculum up into five areas – we call these ‘spines’ – and we’re starting where children start: with number, addition and subtraction.

While great care has gone into preparing these materials, with input from Mastery Specialists developed in the Maths Hubs programme, we are subjecting them to trialling in schools taking part in Maths Hubs projects in 2017 and 2018. That explains why, for now, they’re labelled ‘Autumn 2017 Pilot.’

 

 

Assessment Materials

To help teachers make judgements on the degree to which pupils have acquired mastery of the mathematics curriculum, the NCETM, working in conjunction with the Maths Hubs programme, has produced a series of questions, tasks and activities, mapped against key topics of the National Curriculum.

The materials, produced in collaboration with Oxford University Press, are divided into six separate documents, one for each of Years 1 to 6 inclusive.

Each document starts with an introduction to the principles of teaching for mastery and the implications for assessment in mathematics in the context of the new curriculum. The structure and suggested use of the new assessment materials is also explained.

Click on this link for free videos and resources: https://www.ncetm.org.uk/resources/46689

 

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Video material to support the implementation of the National Curriculum

Introduction

This collection of 60 short videos, filmed in a range of school classrooms in 2012 and 2013, shows teaching, and learning, in line with the three overall aims of the new National Curriculum. These aims are that pupils should develop fluency, reason mathematically and be able to solve problems. Research by the Department for Education demonstrates that a key feature of mathematics lessons in high performing jurisdictions is that the development of quick recall, accuracy and fluency in parallel with the development of understanding and reasoning are all required to promote sound mathematical development (See p 70 of the DfE document listed below).

The first video, immediately below, gives a ten-minute overview of the whole library of clips, and their relevance to the new curriculum. Individual videos can be accessed via the buttons further below or the links on the right of this page.

https://www.ncetm.org.uk/resources/40529

Shanghai Symbols

In Shanghai they use these symbols to represent numbers on their fingers.  It is a great way of getting the children to show you numbers quickly and also gets away from children using their fingers as a strategy for counting.  To be make two digit numbers you use the fist for 10 on one side and go through all the other numbers using symbols with the other hand.  For a video showing you the symbols please email charlotte.kleiner@lcwmathshub.co.uk to ask. There is a game you can play called ‘Making 10’.  The teacher shows the symbol for a number from 1-9 and the pupils show the symbol on their hands for the other number needed to make ten.