Whole class teaching is becoming embedded across schools using a teaching for mastery approach. This Work Group will consider models of intervention in a mastery context to ensure that mathematics teaching has maximum impact for all children. Teachers and leaders will further their understanding of teaching for mastery by using case studies to inform their practice. They will trial an intervention model of their choice, and will document their observations to share with others.
Who is this for?
Schools that have made a significant commitment to teaching for mastery in their curriculum planning are invited to nominate two teachers for the Work Group. It is recommended that schools have participated in a TRG Teaching for Mastery Work Group, but this is not essential. One of the teachers attending the Work Group should be in a middle or senior leadership role (ideally the Maths Lead), with experience and expertise in teaching for mastery.
What is involved?
Teachers in the Work Group will trial an intervention model to research within their own school. Over the course of the year, the Work Group will collaborate to critique, develop and evaluate their chosen model(s) to feed into the national project’s conclusions regarding effective models for intervention.
Teachers will develop their knowledge, using case studies and research to choose an intervention model within a teaching for mastery context, which they will trial in school. Through contribution to the national evaluation, findings from teachers’ classroom-based research will form part of a national picture of best models for intervention.
Schools will review the impact of their current practice and have the opportunity to explore other models to help fulfil the “expectation that the majority of pupils will move through the programmes of study at broadly the same pace” (National Curriculum for Mathematics, 2014). Swift and timely interventions will enable most pupils to ‘keep up’, reducing the need for ‘catch up’ interventions.
Expectations of participants and their schools
Schools will have adopted teaching for mastery and are expected to support and facilitate an agreed intervention model throughout the year.
Participants will attend one workshop day per term, and undertake in-school work to:
learn about different models of intervention and related research/school experiences
implement one model in their own school
report back to the group and compare impacts with other schools.
Interventions in the school may be observed by the Work Group Lead during the year, as part of their supporting work.