11 September 2019
By Sarah Carpenter

Maths Training Programme 2019-2020

Welcome back!

We have an exciting range of CPD opportunities on offer again this year, with hopefully something to suit every maths development need identified in schools. With courses aimed at subject leaders, experienced teachers, teaching assistants and those new to primary teaching, there is bound to be something that catches your eye in this round-up of the current offer for maths development in our primary schools. However, do keep checking back as other courses will be added during the year.

If you have any suggestions as to courses you would like to see on offer, please contact sarah.carpenter@theeducationpeople.org

For full details of all courses provided by The Education People please visit https://cpdschools.theeducationpeople.org/

Teaching Mastery for Mathematics

Year 1 – 15/10/19 (SCH 19/595)
Year 2 – 31/10/19 (SCH 19/596)
Year 3 – 01/10/19 (SCH 19/597) 
Year 4 – 03/10/19 (SCH 19/598)
Year 5 – 08/10/10 (SCH 19/599)
Year 6 – 10/10/19 (SCH 19/600)

This course will explore key concepts from the National Curriculum using manipulatives to deepen and develop understanding of mathematical ideas within the year group Programme of Study. A range of activities and resources will be shared that develop children's ability to reason and communicate their mathematics.

Training Objectives:
To ensure that teachers have a full understanding of the aims of the National Curriculum for the relevant year group. The course will explore developing children’s fluency, reasoning and problem solving through a range of activities. examine how manipulatives can be used to develop conceptual understanding.

The course will explore what age expected looks like and how to deepen children’s understanding and achieve greater depth.

Teaching for Mastery in Mixed Age Classes

KS1 – 11/10/19, am (SCH 19/659)
KS2 – 11/10/19, pm (SCH 19/660)
KS1 – 04/02/20, am (SCH 20/079)         
KS2 – 04/02/20, pm (SCH 20/080)

A workshop to develop teachers understanding of planning for mastery in mathematics in mixed age classes.

We are delighted to have Stefanie Burke from Babcock join us for a whole day to share her expertise of mastery in mixed age classes. Stefanie has worked as a primary mathematics advisor for 20 years having previously taught in primary and middle schools. Alongside teachers and school leaders, she conducts action research on mathematics learning and teaching. She develops new products to support mathematics learning, teaching and assessment. She is part of Devon’s statutory Assessment Panel, training moderators and running assessment and moderation events for teachers.

This workshop is aimed at teachers in KS1/KS2 with two or more year groups of children in their maths lessons.

Training objectives

  • Deepen understanding of mastery in mathematics
  • Explore strategies to plan and teach for mastery with children of different year groups in the same class
  • Plan the outline of maths lesson/s to trial with own class.
Developing Fluency in Multiplication Facts – Year 1-4

29/10/19, pm (SCH 19/601)       OR       31/10/19, pm (SCH 19/730)

A subject knowledge course for teachers in Years 1-4 to prepare pupils for the Year 4 Multiplication Screening Check (MSC). This course will focus on the teaching of multiplication facts to develop the fluency required in Year 4 to pass the screening check which becomes statutory in the 2019-20 academic year.

Training objectives

  • Gain a clear understanding of the phases of development for the teaching of multiplication facts
  • Plan a logical sequence for introducing and learning each multiplication table
  • Recognise the broad range of resources that can be used to master multiplication
  • Plan how to use the counting stick to develop fluency in multiplication facts.

Understanding and developing the role of Maths Subject Leader (2 session course)

05/11/19, pm & 10/03/20, pm (SCH 19/602)

This course is designed to support new Maths Subject Leaders to understand their role as a middle leader, driving forward improvements in maths across their school. All aspects of subject leadership will be explored, from working with data, leading CPD, coaching teachers, monitoring and action planning, in addition to preparing for an inspection. Please note: This is a two part course; delegates must commit to attending both Part 1 in the autumn term and Part 2 in the spring term.

Training objectives

  • Understand how to read local and national data, recognise trends and relate it to the school's own data
  • Know the key features of good maths teaching and how to support teachers to develop their practice
  • Understand how to identify areas for school improvement in maths and how to write achievable, measurable targets
  • And, prepare your Subject Leader's folder as a key support in preparation for inspection.
Developing fluency and flexibility with number through 'Subitising'

07/11/19, pm (SCH 19/603)

A subject knowledge course for teachers in EYFS, KS1 & 2 to develop understanding of the key mathematical skill of 'subitising'. Why do some children not remember their number bonds? Why are others still counting on their fingers in KS2? Why can some children only partition numbers into tens and ones? This course will explore 'subitising' as a key foundational skill to prepare pupils for the demands of mathematics as they move through the key stages.

Training objectives

  • Develop a clear understanding of the term ‘Subitizing’ - visualising numbers and quantities
  • Understand why subitizing is such an important foundational skill for all learners
  • Know which aspects of maths subitizing underpins
  • Develop a bank of activities that can be used with pupils from EYFS to Y6 to teach pupils to subitize.
Making Maths Matter in the EYFS

15/11/2019 (SCH 19/634)

Developing and strengthening mathematics provision and practice in Year R leading to higher outcomes for all children.
Recent Ofsted surveys in the EYFS have highlighted the need to focus on improving mathematical understanding for young children through concrete experience.

Previous feedback includes:

  • I have LOTS of amazing ideas/tips to try once back to school!
  • Excellent delivery and useful handouts and book resource sharing
  • Both of the course leaders were so honest and provided excellent advice
  • It was so beneficial so early into my career. It has reassured a lot of my practice but also made me think of different strategies to apply.

Training Objectives
This course will support teachers to develop effective provision in maths and provide opportunities to consider what developmentally appropriate direct teaching looks like in the Reception class and how it can be supported with a high quality, mathematically rich environment indoors and out.

Developing Fluency with Fractional Understanding (KS1)

12/02/20 (SCH 20/047)       OR      27/02/20 (SCH 20/048)

A subject knowledge course for ‘fraction-phobic’ or inexperienced teachers in KS1

Training Objectives

  • Strengthen knowledge and understanding of fractions
  • Understand and develop procedural fluency of the ‘big ideas’ in fractions
  • Know the progression for each ‘big idea’ across Y1-6
  • Recognise possible misconceptions and how to address these
  • Gain awareness of the representations, including Bar Modelling and manipulatives that can be used to support learning.
Developing Fluency with Fractional Understanding (KS2)

13/02/20 (SCH 20/049)         OR         26/02/20 (SCH 20/050)

A subject knowledge course for ‘fraction-phobic’ or inexperienced teachers in KS2

Training Objectives

  • Strengthen knowledge and understanding of fractions
  • Understand and develop procedural fluency of the ‘big ideas’ in fractions
  • Know the progression for each ‘big idea’ across Y1-6
  • Recognise possible misconceptions and how to address these
  • Gain awareness of the representations, including Bar Modelling and manipulatives that can be used to support learning.
Challenging KS1 mathematicians to work at greater depth

04/03/20 (SCH 20/051)

Pitching learning at sufficient depth to challenge our 'faster graspers' can initially seem quite a difficult task. However, being able to recognise what makes a learning task more challenging, and then using some of these strategies to adapt existing opportunities, can be a useful approach to planning for KS1 mathematicians who are capable of going deeper.

Training objectives

  • Consider what we mean by a 'greater depth mathematician’
  • Understand the difference in provision for a pupil working at greater depth and a pupil who would have previously been described as 'more able’
  • Recognise the features of greater depth tasks and how we can use these features to provide more challenge
  • Understand how to prepare higher attaining pupils for the challenges within the KS1 SATs
  • Know where to find resources and what strategies to use to challenge pupils working at greater depth.
Challenging KS2 mathematicians to work at greater depth

05/03/20 (SCH 20/052)

Pitching learning at sufficient depth to challenge our 'faster graspers' can initially seem quite a difficult task. However, being able to recognise what makes a learning task more challenging, and then using some of these strategies to adapt existing opportunities, can be a useful approach to planning for KS2 mathematicians who are capable of going deeper.

Training objectives

  • Consider what we mean by a 'greater depth mathematician’
  • Understand the difference in provision for a pupil working at greater depth and a pupil who would have previously been described as 'more able’
  • Recognise the features of greater depth tasks and how we can use these features to provide more challenge
  • Understand how to prepare higher attaining pupils for the challenges within the KS2 SATs
  • Know where to find resources and what strategies to use to challenge pupils working at greater depth.
Promoting Reasoning in KS1

14/01/20, pm (SCH 20/056)

KS1 pupils are naturally curious and try to make sense of the world around them. How can we harness these enquiring minds to develop pupils with good reasoning skills? With reasoning being one of the three key aims of the National Curriculum, and an important focus in the SATs, this course looks at ways to promote reasoning, to build in frequent opportunities for reasoning and a range of ways to evidence reasoning with young children.

Training objectives

  • Understand why reasoning is such a central part of the mathematics curriculum
  • Know where to find resources to support reasoning
  • Understand the features of good reasoning
  • And, explore a range of ways of recording and evidencing young pupils’ reasoning.

For a full listing of all of our courses and conferences for the academic year please go to our booking portal

For any queries relating to your CPD account please e-mail our helpdesk:  CPD@theeducationpeople.org