Workshop Dates

Workshop 1 - Tuesday 26th September 2023 - 0915-1515 - Shropshire Education & Conference Centre, Shrewsbury 

Workshop 2 - Friday 19th January 2024 - 0915-1515 - Shropshire Education & Conference Centre, Shrewsbury 

Workshop 3 - Tuesday 30th April 2024 - 0915-1515 - Shropshire Education & Conference Centre, Shrewsbury 

When booking, please note the dates and times in your diary, and submit your cover request in school.

In Years 10 and 11, it becomes apparent that some students will need to continue their mathematical studies beyond the age of 16 in order to achieve a Level 2 maths qualification. In this NCP we will consider the mathematical learning experience of these students in order to provide greater coherence to their learning across the phases.

Participants’ departments will, through shared good practice, become more effective in supporting students whose route towards a Level 2 qualification crosses phases of education. The development of transferable teaching techniques, which align to the NCETM’s Essence of Mathematics Teaching for Mastery underpinning principles, will be a pervasive element of the Work Group’s remit.

Who will be leading the group?

Joe Cooper and Sally Bamber

Joe is an Assistant Maths Hub Lead (Secondary) for SHaW Maths Hub and an accredited NCETM PD lead with a postgraduate qualification in embedding teaching for mastery practices. Joe has previously led Work Groups as a Teaching for Mastery Specialist in the Developing and Embedding phases and works to help coordinate the secondary aspects of the Local Leaders of Mathematics Education programme at SHaW

Sally is the lead for the Secondary Mathematics PGCE at the University of Chester. She moved into teacher education in 2007 following 15 years mathematics teaching experience in four diverse schools. Sally is part of a pilot project accrediting the NCETM PD Lead to post-graduate credits. She is an active member of the British Society for Research into Learning Mathematics and the Association of Mathematics Education Teachers. Half of Sally’s University role is the design and implementation of classroom based research projects involving collaborative lesson design intended to raise attainment in GCSE mathematics for middle to lower attainers. Sally is chair of the SHaW Maths Hub Strategic Board and chair of the Cheshire and Wirral Maths Hub Strategic Board.

Who is it for?

This Work Group is intended for teachers whose students will study Level 2 mathematics across the secondary/post-16 phases.

The target groups of participants in this Work Group are:

• teachers of Year 10 and Year 11 students in secondary education
• teachers of post-16 GCSE Maths resit and/or Functional Skills Maths in secondary and further education. 

What are the intended outcomes?

Student outcomes

Students:

• are better prepared for transition from KS4 to post-16 (GCSE Resit and/or Functional Skills)
• (in KS4) show an increased understanding of their route to a Level 2 qualification (either GCSE or Functional Skills)
• (in Post-16 GCSE and/or Functional Skills) demonstrate a positive attitude to maths.

Whole school/departmental policies and approaches

Participants will work with their school/college/subject leaders to ensure that:

• collaboration between KS4 and post-16/FE colleagues on issues of curriculum and pedagogy is a normal part of transition practice
• curriculum planning for GCSE Resit and/or Functional Skills is better informed by prior learning at KS4
• curriculum planning at KS4 identifies areas of priority to underpin progression to post-16 GCSE resit and/or Functional skills.

Practice development

Participants will:

• ensure that lesson design and pedagogy demonstrate a secure knowledge of curriculum continuity and sequencing.

Secondary participants will:

• change their practice to address areas where there are possible barriers to progression in post-16 GCSE Resit/Functional Skills to reinforce continuity for students.

Post-16 GCSE Resit/Functional Skills participants will

• make use of approaches, representations and language commonly seen in secondary practice to reinforce continuity for students.

Professional learning

Participants will:

• have a deeper understanding of the approaches which will support students as they move from KS4 to post-16 (GCSE Resit and/or Functional Skills), including the importance of consistency of language and representations relating to specific areas of the curriculum.

What will it involve?

Participants are expected to attend the equivalent of three full days of workshops and to complete practice-based tasks between sessions. These tasks may include trying out an activity with students, observing the impact of different pedagogical approaches in their own class, reflecting on these activities, and preparing brief notes to support discussions in the following workshop. They may also be asked to contribute to online forum discussions.

What is the cost?

Funded by DfE so participation is free for schools