This programme will encourage Special Schools and local Mainstream Schools, to develop mathematical understanding within stories to support small step development, particularly for students with communication difficulties.
Participants will explore ways to encourage reasoning and the use of manipulatives, providing a different approach to working with SEND students across mainstream and special schools. The pedagogy introduced, and any resources trialled, would support the principles of teaching for mastery
Rebecca Fletcher and Claire Hayden will be running this work group at The Village Hotel Newcastle, 10 The Silverlink North, NE27 0BY across four afternoons:
15th January 12.30pm – 4.30pm
26th February 12.30pm – 4.30pm
30th April 12.30pm – 4.30pm
4th June 12.30pm – 4.30pm
To book your space on the work group please click here
Who is this for?
All teachers of mathematics at primary, secondary and special schools, working with children with additional needs. Ideally teachers should have good subject knowledge and at least two years’ experience in the classroom.
What is involved?
4 face to face work group days
Independent study and school-based work
Online discussion as part of a professional community
Teachers will develop their pedagogical knowledge on possible ways to facilitate SEND students to answer mathematical questions enabling them to demonstrate early mastery techniques e.g. through the use of stories, manipulative and high and low tech communication aids and strategies.
Teaching will improve as participants will be more confident in planning effective use of sensory/social stories focussing on differentiated questioning and answering techniques leading to an improved outcome for children. Teachers will trial, develop and evaluate a range of approaches to develop students ability to access mathematical concepts in a functional and meaningful way through a series of gap tasks and opportunities to collaboratively design resources.
The group will write sensory/ social stories aimed at different strands of the maths curriculum with accompanying resource box. They will develop planning that considers how SEND students can be supported to participate in structured tasks and answer targeted questions to develop early mastery techniques. There will be an opportunity to work collaboratively and share best practice on how to facilitate access to a maths curriculum for students with SEND within a community network (this may potentially inform writing of mathematical policies within individual settings).
Participants will be encouraged to generate and share ideas which they will trial and evaluate within their own setting prior to feeding back to WG using an action research methodology.
Pupils will be more engaged with learning and have a deeper sense of achievement as teaching will enable them to access concepts with as much independence as possible through the use structured tasks that accommodate a wide variety of access methods.