As many of our local Primary schools do engage with the Teaching for Mastery programme, there is a need for secondary schools to understand the strategies used, and the skills and knowledge that students will have as they start Secondary school..
This project would focus on the framework of subject knowledge, pedagogy and departmental systems to ensure a consistent approach and positive impacts professional learning and pupil outcomes.
Who is this for?
Secondary maths departments.
What is involved?
Face to Face Launch Event – Department Heads and Curriculum Leads to attend – ½ day
3 x ½ day visits per school.
Visit 1: The introduction to mastery principles and planning, including an initial assessment of school requirements
Visit 2: Mastery principles and planning, including variation in practice
Visit 3: Mastery principles and planning, including evaluation of impact
Staff (including the leadership of the school) will develop sufficient understanding of the principles of mastery and what it is seeking to achieve.
Teaching and/or leadership practice
Teachers will evaluate current practice and will attempt to refine and improve teaching and learning in mathematics using the principles of mastery. Subject leaders will support the development of other teachers in their own setting to implement changes.
Whole school/ departmental policies and approaches
Schools will adopt approaches which prepare their school for engaging in a Teaching for Mastery programme in 2020-2021. They will develop a vision for mathematics in their school, which is consistent with a Teaching for Mastery approach. Leaders will reflect upon current practice and prioritise actions, with support from the MR Leads. They will identify areas for development and will develop an action plan, which will be worked upon.
Pupil achievement, attitudes, participation or experience
Participant schools will collect evidence to support evaluation of the programme, ensuring that researching alternative ways of working has positive impact on the attitudes, engagement and attainment of the pupils in their care.
Expectations of participants and their schools
Attend face to face Work Group meetings amounting to three days (or equivalent). This could be three full days, six half-days or a series of twilights dependent on the local hub Work Group model.
Partake in further in-school activity, for example, trialling teaching approaches or further departmental professional development.
Contribute to Work Group evaluation processes.
This programme is provided at no cost to the school.