Here at the Maths Hub we are beginning to recruit teachers and schools for our work groups next year. We are actively looking for more teachers to join the network of Local Leaders of Maths Education (LLME) who work together to lead our work groups and help teachers further develop their skills. Our aim as a maths hub is to ensure that all children / students of any age get the best maths education possible no matter which school or college they attend. We can only achieve this with the support of the teachers and their schools in our area. Below is a collection of thoughts from some of our newest Mastery Specialists so you can see what drew them to the role and what the experience has meant for them, their school and above all the students that they teach. Although the Primary and Secondary thoughts come from teachers who engaged with the Developing Teaching for Mastery Work Groups this is not essential for becoming a Mastery Specialist. If you are interested in any of these roles there is more information on our website and the NCETM website. Remember that everything we offer is free to attend and in line with the DfE’s thoughts on what effective maths teaching is as they provide our funding. The mastery specialist role also provides funding towards cover costs. Please do contact the Maths Hub if you have any questions.
Term: Spring | Issue 4 | Date: 13 March 2024
welcome From JO WALKER, maths hub lead and SECONDARY lead
BBO Maths Hub Newsletter
Primary Mastery Specialist – Sarah Leslie (Waddesdon Village Primary School) I first became involved with the BBO Maths Hub in 2018, when I signed my school up for the ‘Primary Teaching for Mastery- Development’ working group. This revolutionised how Maths was taught at my school, moving away from teaching just procedural based approaches, which some children would always struggle with, to developing pupils understanding of mathematical structures and deepening their understanding of different concepts. After evaluating the impact that teaching for mastery approaches were having in my own setting, I was keen to further my own understanding of mastery in order to continue to develop Maths in my school and support other schools in my local area. The training that you receive to become a Mastery Specialist is truly the best and most inspiring piece of training that I have received in my years in education. It has not only improved my own practice but has led me to continue to lead improvements in the quality of teaching and learning in Maths across my setting and allowed me to have the subject knowledge to support others schools who are just starting their own teaching for mastery journey. One of the best things about becoming a Specialist is that you are continuously offered opportunities throughout the year to continue to develop your own subject knowledge; unpick pedagogy and to work collaboratively with your fellow Mastery Specialists within your own hub and as part of the LLME community. Most importantly by becoming a Mastery Specialist, it has allowed me to be able to have a direct impact on how pupil’s learn mathematics through embracing and developing the 5 main teaching for mastery principles- coherence, representation and structure, mathematical thinking, variation and fluency. Secondary Mastery Specialist – Olivia Lu (Aylesbury High School) I began my journey with Mastery by being a mastery advocate for my school as we joined the Developing Mastery work group. Becoming a Mastery Specialist Seemed to be the next logical step for me as I was looking to further develop my skills in teaching. Being a Mastery Specialist has developed my maths teaching practice in the classroom. I am always questioning students for deeper understanding and I insist on the use of precise mathematical language. As a department we are using consistent terminology and methodologies so as to provide students with a coherent approach throughout their time with us. We have also developed
resources using representations and variation to deepen the understanding our students have of why mathematics works and to enable them to think and reason mathematically. Our school's vision is developing uniquely talented young adults, who are independent, strong and confident. With teaching for mastery, we insist on the oracy component whereby students must be able to give reasons why 5 is the answer. This starts them on the journey to becoming more confident and by the time they leave us are strong, independent and confident young adults. This is my first year working with other schools. Teaching and learning is about continuous development. I am enjoying learning about how other schools operate and different perspectives in teaching. It has been an excellent experience to have the time to stop and think about a particular unit/lesson. Is this the best way to teach it? Do our students get it? Or simply know the method? Is there a better way? Do they have a deep understanding of this topic? In my mind it is all about experimenting. And hopefully the other schools are developing their practice as well. When working with the other Maths Hub LLME we have collaboratively planned lessons and the continuous professional development sessions that we lead with other teachers. I enjoyed the benefit of working collaboratively with my LLME colleagues. My school participates in many workgroups as the teachers enjoy the opportunity to develop and share their skills with their respective workgroups and bring new ideas to the department. FE Mastery Specialist – Filip Szatkowski (BCA Windsor Forest College Group) I decided to become a Mastery Specialist in the field of Teaching for Mastery. This innovative approach to teaching Mathematics allows young adults to gain a deeper understanding of fundamental mathematical concepts that are essential for everyday life and employment. Additionally, this opportunity has allowed me to build a strong network with FE maths teachers from across the country, which has significantly benefited my professional practice. As a Further Education mathematics teacher in a post-16 college, undergoing training as a Mastery Specialist has been a transformative experience, shaping my role as a teacher and my capacity as a leader for change within the college. Professionally, the training has equipped me with a comprehensive set of pedagogical skills and strategies, specifically
tailored to fostering mastery learning in the Mathematics classroom. One of the key benefits I've gained is an enriched understanding of effective teaching methodologies. Mastery learning principles have empowered me to customise my approach to accommodate the diverse learning needs of post-16 students. This has resulted in a more engaging and personalized learning experience for my students. I can now tailor instruction to ensure a deep and comprehensive understanding of mathematical concepts before progressing. One of the key benefits is a noticeable improvement in students' understanding of mathematical concepts. The emphasis on mastery learning has allowed me to tailor my instruction to ensure that each student attains a deep and comprehensive understanding before moving on to more advanced topics. This personalised approach has resulted in increased clarity and confidence among students, laying a strong foundation for their ongoing mathematical journey. Moreover, the shift towards mastery learning has positively impacted students' engagement with Mathematics. The focus on a mastery mindset encourages persistence and a growth-oriented approach to learning. Students are no longer rushed through topics but instead are encouraged to explore and master each concept at their own pace. This has led to a more positive attitude towards challenges, with students viewing them as opportunities for growth rather than obstacles. By working with other colleges I get the benefits of professional networking, diverse perspectives, collaborative learning, resource sharing, professional development, innovation and adaptability. Working with other Hub LLME allows me to access professional collaboration with educators who share a common interest in promoting excellence in learning and teaching mathematics. This collaboration fosters the exchange of ideas, strategies, and best practices.
Text
CONTENTS
Page 5 : PD LEADERSHIP OPPORTUNITIES IN 2024/25 Page 6 : PRIMARY ARTICLE - Manipulatives and representations Page 9 : SECONDARY ARTICLE - Teaching for Mastery - Feedback from Schools Page 12 : YEARS 5-8 CONTINUITY - STILL BOOKING FOR 2023/24 Page 13 : PRIMARY WORK GROUPS ACCEPTING APPLICATIONS FOR 2024/25 Page 16 : SECONDARY WORK GROUPS ACCEPTING APPLICATIONS FOR 2024/25 Page 17 : ALL WORK GROUPS AND OPPORTUNITIES FOR 2024/25 Page 18 : NCETM NEWS AND FEATURES Page 19 : OTHER EVENTS AND OPPORTUNITIES
If you are having trouble opening the links in this newsletter in the online viewer please click on the book icon on the bottom right to disable page turn transitions
Applications to join one of the five programmes designed by the NCETM and Maths Hubs to develop teachers as experts in teaching for mastery and the leadership of professional development are closing soon. The programmes are: Primary Mastery Specialist Secondary Mastery Specialist Further Education Mastery Specialist Professional Development Lead School Development Lead What do the programmes involve? All the programmes are designed to develop teachers as local leaders of mathematics education (LLME), who lead various strands of activity of their Maths Hub at a local level. The Primary Mastery Specialist Programme is now in its tenth year, and the Secondary Mastery Specialist Programme is in its ninth year; the programme to develop Further Education Mastery Specialists is entering its second year in 2024. All Mastery Specialists are classroom-based practitioners who develop teaching for mastery in their own classrooms, and go on to lead Work Groups to support other schools or colleges and their teachers locally. Professional Development Leads and School Development Leads are expert teachers of maths who have responsibility for maths-specific professional development beyond their own school. How can you apply? Follow the links above to visit the webpage of the programme you are interested in applying for, and download and read the information document. When you have secured the support of your headteacher/senior leader, complete the online application form. The closing date for applications is Friday 29 March at 5pm.
LAST CALL FOR APPLICATIONS TO JOIN A PROFESSIONAL DEVELOPMENT LEADERSHIP PROJECT IN 2024/25
At the BBO Maths Hub, we are often asked how to plan the use of concrete materials and manipulatives in lessons. Schools often have a large range of resources that they would like to see in use by all children in mathematics lessons. Sometimes, schools tell us that they feel that these are resources are underutilised or reserved to be used by a minority of children deemed as needing further support. This raises the question not of how to use the manipulatives but why do we use them? Teachers know that the use of manipulatives and representations in primary mathematics teaching can be a powerful tool for fostering a deeper understanding of mathematical concepts. By providing students with concrete experiences, we can support pupils to grasp abstract ideas and make connections. This is an important experience for all children providing them with the opportunity to “see” the maths, to talk about what they notice and deepen their understanding of the why and the how. For this to have the most impact, it is important for the teacher to consider carefully the representation used and how this is drawing pupil’s attention to the key features and underlying structure of the mathematics. One key concept in primary mathematics is understanding the part-whole relationship, crucial for developing a strong foundation in addition and subtraction. One of the Ready-to-Progress criteria in Teaching mathematics in primary schools, July 2020 shows that pupils should be secure in being able to: 3AS–3 Manipulate the additive relationship: Understand the inverse relationship between addition and subtraction, and how both relate to the part–part–whole structure. Understand and use the commutative property of addition, and understand the related property for subtraction. Pupils will always encounter the idea of the part-whole relationship in addition and subtraction in both their experiences in school and beyond.A deeper understanding of this relationship supports with more efficient problem solving as they encounter this idea in different ways. Reception children in the Mastering Number programme are asked to subitise dot patterns, while being asked the question "what do you notice? How do you know?" When asked “Is this 6 or not 6?”, children are able to respond with answers such as “because it needs another 3” or “because it needs the same amount”. Pupils in Reception classes are discussing and sharing their ideas about what they notice and developing an understanding that 3 is only a part of 6 and that there is a missing part if I want to make 6.
PRIMARY
Why do we use manipulatives and representations to support all children in maths lessons? Jennie Forde, Maths Hub Lead and Primary Lead
This understanding of the part-whole relationship supports the pupils to understand that if I know both parts, I can add them together to find the whole or that, if I know the whole and one (or more) of the parts then I can find the missing part. Pupils with a secure understanding of this relationship can answer questions like these because they understand the relationships between the parts and the whole in the calculations: Later, pupils can manipulate this relationship in the same way,when presented with problems to solve. Pupils learn to use their own internal reasoning to understand that this is a relationship that they have encountered before and ask themselves, “what do I know?” and “what do I need to find out?” In the Year 6 SATs example below, pupils can see that there is a whole and three parts given. They can use their understanding of this relationship to know how to find the missing part in the question and calculate from there.
This example has more layers but the relationship is the same. Pupils need to recognise the whole as £1.50 or 150p and that they have been given 3 parts but that the 4th part of the whole is the change. Practice at representing this using manipulatives or a representation like a bar model supports children with visualising that underlying structure. As pupils encounter new topics, they can use what they already know and understand in different ways that not all of what is presented is “new”. In this example, pupils may have been introduced to new knowledge about angles or traingles but, in order to solve the problem, they can rely on and apply their understanding of the part-whole relationship. In developing this through children’s earliest experiences of mathematics, it is vital that teachers are selecting the manipulatives and representations that are going to support all children to explore and internalise mathematical relationships with understanding. Why select one representation over another? What am I asking the children to notice? These are questions explored in all our teacher work groups as we collaborate together to consider ways to improve our own knowledge and understanding of mathematical ideas and ways to support our pupils in doing the same.
SECONDARY 1616IMARY
Teaching for Mastery - Feedback from Schools Aruni David and Usman Nasir, Secondary Mastery Specialists and Work Group Leads
The schools that have made the decision to work with BBO Maths Hub and develop a mastery pedagogy have a lot to say about what they as individuals, their schools and above all their students have benefited from the schools involvement. I thought we would share some of the feedback that they have been telling us. If after reading this you would like your school to be involved please take a look at our website and contact us if you have further questions. The Mastery Developing Programme for secondary maths teachers in England is a comprehensive initiative designed to cultivate teaching for mastery within school departments. Through the nomination of two teachers as 'Mastery Advocates,' schools engage in a two year-long programme facilitated by local Work Groups and supported by Secondary Mastery Specialists. This fully funded endeavour empowers advocates to lead transformative pedagogical development, emphasising collaboration, expertise, and ongoing support to embed mastery principles into the fabric of their mathematics departments. When you decide to take the step to find out about teaching Mathematics for Mastery a whole world of opportunity to think about your practice and how to provide the most suitable tools and framework for the students to get the best from their learning, presents. Two schools that began this journey at the beginning of the academic year 2022/2023, are now in the second year of the program sharing and embedding the knowledge, skills and good practice in the respective departments. Great Marlow School is a large non-selective comprehensive school in Marlow; their Year 7 cohort is mixed ability (not set), and for the rest of KS3 there is a top group of students and 2 groups of core maths classes for each year group (Yr 8 & Yr 9). Burnham Grammar School is a large grammar school in Berkshire.
These two schools wanted to share the following regarding their mastery journey: 'The program provided the opportunity to meet, discuss and share ideas with partner schools on the program’. The advocates in both schools have found that focusing on mathematical literacy and ‘using the correct mathematical terminology consistently across the department’ has empowered students to discuss the maths confidently. This has also helped to develop a ‘culture of discussion of mathematical ideas both in the department and in the classroom.' Learning how to incorporate a range of relevant representations ‘helped to highlight the mathematical concepts being taught, and this helped students to gain a deeper understanding of the topic’. There has been a positive impact on student learning and understanding: ‘students show more confidence in asking questions and are keen to demonstrate what they know’; ‘using a multiplication grid as well as algebra tiles enabled students to embed their understanding of multiplying double brackets; this retained learning resulted in strong scores on the end of topic test’ The teaching for mastery ideas have been shared with the departments, both schools regularly use a combination of shorter teaching and learning sessions at least once a fortnight as well as at least one or two 45-60 minute sessions during insets over the year.to achieve this It has ‘led to developing a culture of making time to share good practice, and to developing a shared vision of how the department will teach the mathematics consistently’. This focus on teaching and learning has resulted in opportunities for shared planning and for identifying how to effectively break down a topic and sequence the small steps required to teach it successfully. The Heads of Department in both schools are passionate about driving the teaching for mastery approach and they support the advocates and the department to progress on this journey. Burnham Grammar School, is currently, also engaging in the ‘Sustaining Workgroups’ through the BBO Maths Hub; Great Marlow School is planning to engage with the ‘Sustaining Workgroups’ to continue to embed the teaching for Mastery approach and to continue to develop the teaching practice across the department. Their success in staying with the program is recognising that it is a journey and that it requires time and patience to develop and embed; small steps.
A second pair of schools had this to say : The programme has been truly transformative for both staff and students alike. One of the most noticeable changes has been the significant increase in the use of manipulatives during teaching sessions. This hands-on approach has not only deepened students' understanding of mathematical concepts but has also fostered a more engaging and interactive learning environment. Additionally, the programme has encouraged rich discussions on various mathematical representations during faculty meetings, promoting a deeper understanding among staff members and inspiring innovative teaching practices. The programme has been instrumental in helping us achieve several key milestones. Firstly, the dedicated time and resources provided by the programme have allowed us to develop a wide range of teaching materials and resources tailored to the needs of our students. This has enabled us to deliver more engaging and effective lessons, resulting in improved learning outcomes across all year groups. Moreover, the programme has provided us with the opportunity to delve deeply into complex mathematical concepts, enhancing our own subject knowledge and pedagogical skills in the process. Engaging in the programme has been an incredibly enriching experience for our department. It has not only provided us with practical strategies and techniques for teaching mathematics but has also sparked extensive dialogue and reflection on our teaching practices. Through collaborative discussions and workshops, we have gained valuable insights into effective teaching methodologies and mastery approaches, which have ultimately informed and enriched our teaching practice. Moving forward, our department is fully committed to building upon the foundations laid by the Mastery Developing Programme. We are determined to maintain a consistent emphasis on the depth of knowledge across all year groups, ensuring that mastery remains a central focus in our educational endeavours. Additionally, we aim to further integrate the use of manipulatives and mathematical representations into our teaching practice, fostering a deeper understanding and appreciation of mathematics among our students. Through ongoing collaboration and professional development, we are confident that we can continue to drive improvements in teaching and learning within our mathematics department.
YEARS 5-8 CONTINUITY
MORE INFO AND BOOKING
Work Groups in this project aim to strengthen the transition from primary to secondary school by focusing on curriculum and pedagogical continuity over Years 5 to 8. Participants will explore a selection of high-quality resources: Checkpoints, Multiplicative Reasoning and Algebraic Thinking materials. A central aim is the promotion of cross phase communication between teachers to address issues of maths curriculum and pedagogical transition as distinct from pastoral considerations. A key feature will be understanding how best to prioritise key aspects of the curriculum to help ensure pupils have mastered the fundamental understanding and skills they need to underpin their progression through upper Key Stage 2 and into Key Stage 3. A lesson study approach is encouraged where all participants focus on a particular aspect of the maths curriculum and work collaboratively to develop this in their schools. Cross-phase classroom observation and discussion of practice are encouraged wherever possible. Participants should be teachers of Years 5 to 8 in primary, secondary, middle school and all-through schools with some responsibility for curriculum development, e.g. maths leads / heads of department. Linked ‘families’ of schools are encouraged to take part: ideally teachers from secondary schools and their associated primary schools will work together. The BBO Hub is currently running a second cohort of this project in the Bucks/Berks area starting in May. Please go to our website via the button below to find out more information and book your place.
Work Groups and Opportunities for 2023/24 The Maths Hub Programme has PD opportunities for all teachers at all stages in their careers and across all phases. Please find details below of the Secondary Work Groups still taking bookings for this year Follow the 'More Info' links for further details on the opportunities or click 'Apply Now' to register for your place. Alternatively, contact us to discuss the best programme for you and your department. ALL OF OUR WORK GROUPS ARE FREE.
SECONDARY
MORE INFO
The Mastering Number project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future. Who can take part? Lead participants from Work Group schools will be three teachers – one each from Reception, Year 1 and Year 2 – known as Lead Teachers. Some support will also be given to subject leaders and headteachers. Where appropriate, Lead Teachers are expected to support the other teachers in their year group. This programme and its Work Groups are open to all schools that have not yet engaged with the Mastering Number Programme. It is fully funded by the Maths Hubs Programme so is free to participating schools. What is involved? The programme focuses on the key knowledge and understanding needed in Reception classes, and progression through KS1. Participating schools will receive central training (online and face-to-face) and a wealth of pupil-facing resources. There is an expectation that schools will provide a daily teaching session for all children of 10 to 15 minutes, in addition to their normal maths lesson. Lead Teachers in schools will also contribute to an online community to share practice and engage in critical reflection. What will you learn? Your pupils will be able to clearly communicate their mathematical ideas You will develop a secure understanding of how to build firm mathematical foundations You will work to develop intentional teaching strategies focused on developing fluency in calculation and number sense for all children You will develop understanding and use of appropriate manipulatives to support your teaching of mathematical structures Applications are closing soon for the next cohort of the Mastering Number Programme starting in Autumn 2024 so don't delay! Use the buttons below for more information or to submit your application:
APPLY NOW
Primary Work Groups and Opportunities for 2024/25 The Maths Hub Programme has PD opportunities for all teachers at all stages in their careers and across all phases. We are now looking ahead to the next academic year and recruiting for projects running in 2024/25 and have details below of those currently accepting applications. Follow the 'More Info' links for further details on the opportunities or click 'Apply Now' to register for your place. Alternatively, contact us at info@bbomathshub.org.uk to discuss the best programme for you and your department. All of our Work Groups are free.
MASTERING NUMBER - LAST CHANCE FOR APPLICATIONS
Primary Work Groups and Opportunities for 2024/25
MASTERY READINESS
Lots of schools are ready to start their mastery journey, and some would benefit from initial support before becoming part of the full programme. This diagram shows a school's journey towards mastery. Use it to determine where your school's journey starts (click diagram to show a larger version with more detail of the journey). Who can take part? Schools will have an identifiable barrier to being able to successfully implement teaching for mastery at present. Barriers may include an Ofsted grading of RI or Inadequate, poor pupil progress in maths, serving an area of low social mobility, or issues in the school that have meant the implementation of sustained change has been difficult. What is involved? Schools with additional challenges need bespoke support to ensure their systems and cultures are conducive to a teaching for mastery approach. Those who are not yet ready to join a Teaching for Mastery Development Work Group will prepare for implementing a teaching for mastery approach which is embedded and sustained across the whole school. This will involve receiving support from Mastery Readiness Leads, and developing classroom culture and attitudes to maths that will support a teaching for mastery approach, both on the part of teachers and their pupils. After the year-long programme, Mastery Readiness schools will be ready to progress into Development Work Groups and beyond. What is the cost? There is no charge for participation in this programme. However, schools must ensure that staff are released to engage in the workshops and school visits, and that the headteacher attends events where appropriate. How can you find out more? Read a case study of a school that took part in the pilot Mastery Readiness Programme in Northumberland. Download or print a flyer for the project. What should you do next? If you are interested in taking part in this programme in 2023-24, applications are now open. Please complete the application form via the button below and we will be in touch in due course.
If your school is ready to start developing a teaching for mastery approach, you can join a Work Group starting in the new academic year. The Teaching for Mastery Programme is a professional development opportunity designed to support teachers like you to develop best practice in maths in your school. It is suitable for schools interested in implementing a teaching for mastery approach to maths. What is involved? Two teachers from each participating school join a Work Group, consisting of six or seven local primary schools. Each Work Group is led by a trained Primary Mastery Specialist. Work Groups meet regularly to plan, observe and discuss teaching for mastery. In between meetings, teachers explore mastery approaches in their own classrooms and across their school. Support is provided from a local classroom-based Mastery Specialist who leads the group. This model of professional development involves hands-on learning and peer-to-peer support. It is evidence-based and designed to support substantial long-term change. Who can take part? This programme is for state-funded primary schools in England. Two teachers from each participant school will attend six half-day meetings during the school year, and lead teaching for mastery development in their own school. NB: Schools can only take part in this particular Work Group once. However, there are other Work Groups dealing with teaching for mastery which are available in the year after a school is in a Development Work Group and beyond. Talk to your Maths Hub about your options. What is the cost? The Primary Teaching for Mastery Development Work Groups project is fully funded by the Maths Hubs Programme so is free to participating schools. Support is provided from a local classroom-based Mastery Specialist who leads the group. This model of professional development involves hands-on learning and peer-to-peer support. It is evidence-based and designed to support substantial long-term change. If you are interested in taking part in this programme in 2024-25, applications are now open. Please complete the application form via the button below and we will be in touch in due course.
PRIMARY TEACHING FOR MASTERY - DEVELOPMENT
Whether you want to take a teaching for mastery approach in your own classroom and department, or introduce mastery in both your own school and beyond, we have a CPD opportunity for you. The NCETM and Maths Hubs are offering funded professional development activities, available in 2023/24. What is involved? Secondary maths teachers whose schools want to introduce teaching for mastery can nominate two teachers (‘Mastery Advocates’) to join a Work Group. Mastery Advocates then form part of a locally-based group of teachers who meet regularly to develop professional knowledge and expertise, and receive bespoke support. In a Teaching for Mastery Work Group, teachers collaborate with colleagues from local schools, and get support and guidance from a Local Leader of Maths Education (LLME). Participants also take away ideas to help students become more confident mathematicians, ready to tackle GCSEs and A levels, and begin to introduce and embed teaching for mastery. Mastery Advocates The fully funded programme enables you and another teacher from your school to become ‘Mastery Advocates’. Initially you will be part of a Work Group for a year. You will also get in-school support from a Mastery Specialist. Beyond the first year, you will continue to work with your local Maths Hub and take part in a Work Group as you embed mastery across your department. This programme is for state-funded secondary schools in England. Mastery Advocates should be teachers with the commitment, experience and authority to lead developmental work across a maths department. The support of the Head of Maths, and the headteacher or a member of SLT, is also essential. What is the cost? The Secondary Teaching for Mastery – Development project is fully funded by the Maths Hubs Programme so is free to participating schools. What should you do next? If you are interested in taking part in this programme in 2023-24, applications are now open. Please complete the application form via the button below and we will be in touch in due course.
SECONDARY TEACHING FOR MASTERY - DEVELOPMENT
Secondary Work Groups and Opportunities for 2024/25 The Maths Hub Programme has PD opportunities for all teachers at all stages in their careers and across all phases. We are now looking ahead to the next academic year and recruiting for projects running in 2024/25 and have details below of those currently accepting applications. Follow the 'More Info' links for further details on the opportunities or click 'Apply Now' to register for your place. Alternatively, contact us at info@bbomathshub.org.uk to discuss the best programme for you and your department. All of our Work Groups are free.
All Work Groups and Opportunities for 2024/25 As the majority of our Work Groups are now up and running this year, we invite you to either apply for a place on programmes accepting applications, or register your interest in our projects for next year via our website. You will then be contacted with further instructions as soon as these are available. Please use the links below to visit the relevant pages where you will find a button to either apply or access the expression of interest form for each project. Alternatively, contact us at info@bbomathshub.org.uk to discuss the best programme for you and your department. All of our Work Groups are free.
PRIMARY AND EARLY YEARS Mastering Number Mastering Number - Embedding the Impact Mastering Number at KS2 Primary Teaching for Mastery - Readiness Primary Teaching for Mastery - Development Specialist Knowledge for Teaching of Mathematics, Early Years Teachers Specialist Knowledge for Teaching of Mathematics, Primary Teaching Assistants Specialist Knowledge for Teaching of Mathematics, Primary Early Career Teachers, Phase 1 Specialist Knowledge for Teaching of Mathematics – Primary Teachers SECONDARY Secondary Teaching for Mastery - Development Secondary Subject Leadership Community Specialist Knowledge for Teaching Mathematics – Secondary Early Career Teachers Phase 1 Specialist Knowledge for Teaching Mathematics – Secondary Non-Specialist Teachers POST 16 Developing Core Maths Pedagogy Developing A Level Pedagogy CROSS PHASE Years 5-8 Continuity Cross Phase – Supporting low attainers to achieve a L2 qualification in mathematics ITT Partnerships LEADERSHIP Professional Development Lead School Development Lead Primary Mastery Specialists Secondary Mastery Specialists Further Education Mastery Specialists Secondary Maths MAT Leads Community If you don't see the project you are interested in here, please keep your eyes out for future editions of our newsletter and also on our website as new programmes may be added once we have our allocations for 2024/25.
POST 16
New funding for Core Maths
Primary Round-Up - March 2024
NCETM NEWS AND FEATURES
The Five Big Ideas - Variation
Secondary Round-Up - February 2024
KS4 professional development materials now available
How to put the Ofsted report into practice
TAKE SURVEY
A student at Loughborough University currently researching teacher attitudes towards the use of finger counting methods is asking for volunteers to fill in a 5-10 minute survey. If you are willing to help, please access the survey via the button below:
EVENT WEBSITE
BBO Maths Hub is looking for venues...can your school help? BBO Maths Hub is currently looking for venues to host teachers Work Groups in 2024-2025. Can your school help? There can be up to 24 participants so we would need somewhere that is big enough to accommodate this number of teachers and that has access to Wi-Fi and AV equipment. We are extremely limited on budget for meetings and do rely on schools being willing to support us. Please click on the image or complete this form to let us know if you have space available and we’ll be in touch soon. Thank you.
PRIMARY ENGINEER - DATA CHALLENGE FOR SCHOOLS
Request for help with research project - finger counting methods 2023-24 Twilight sessions
OTHER EVENTS AND OPPORTUNITIES
STATWARS Climate Change Challenge. The STATWARS: Climate Change Challenge empowers and educates pupils to tackle climate change by analysing datasets they capture themselves. Pupils use fabulous resources to calculate their own carbon footprint and analyse this data to identify three changes they can personally make in their daily lives to help tackle climate change. Thanks to the support of Primary Engineer's partners WPP, the STATWARS: Climate Change Challenge and all their supplied curriculum teaching resources are completely free for teachers to enter and is open to all schools in the UK. To register and for more information, go to the event website.