There is more to subject knowledge than being able to do the maths yourself. The Teaching Assistant SKE project is designed to develop teaching assistants’ subject knowledge in maths so they can support children’s learning in the classroom and in small intervention groups.
Work Groups will explore maths in depth, making connections between topics and concepts. Participants will also work collaboratively, led by a local leader of maths education (LLME) to develop deep and secure subject knowledge and appropriate pedagogy so they are well-equipped to support pupils.
The programme, which is free to attend, runs from 09:30 to 15:30 on the 31st January 2019, 7th March 2019 and 2nd May 2019. To book click here.
Who is this for?
Teaching assistants in primary who support children with their learning of mathematics.
Work Group activity
3 days of workshops with other practitioners on the programme
Independent study and setting-based work including gap tasks and evaluation
Online discussion as part of a professional community
Support and mentoring from Work Group Lead
As a result of this project, participants’ skills and confidence in the maths classroom will be increased. TAs will develop knowledge of the pedagogy of maths teaching and understand how children think and where their misconceptions stem from. A greater awareness of the three aims of the National Curriculum (fluency, reasoning and problem solving) will be developed, and teaching assistants will understand the role that certain representations, models and manipulatives can play in the development of pupils’ understanding of number and calculation, particularly place value and proficiency. Those involved will get better at working within classes and with small groups of pupils; they will gain knowledge of practical ways to apply the skills and understanding developed during the programme.
Expectations of participants and their schools
Participants are expected to be working in a classroom environment and/or involved with individual or small group support and intervention. All participants are expected to attend all the sessions and complete gap tasks in their schools between the sessions. They will also be asked to keep a learning log for their own use and contribute to the national evaluation process, probably through a short online survey after the Work Group has finished