Implementing teaching for mastery requires a whole-school approach. It’s not just about what happens in lessons. Schools that have been most successful in introducing teaching for mastery have people in leadership positions putting time, energy and resources into supporting the approach. This playlist contains the first of what will be a collection of extended interviews with a number of headteachers who have introduced teaching for mastery in their schools.
In November 2006 the DCSF published its manifesto 'Learning Outside the Classroom'. The NCETM actively promotes the learning of mathematics outside the classroom, these videos feature projects that demonstrate good practice from many parts of the country. We hope you will find these projects inspiring, and be encouraged to share your ideas and projects.
Are you a new or aspiring subject leader for mathematics or maybe a subject leader who would like to think afresh about your role?
On the NCETM Excellence in Mathematics Leadership (EiML) microsite (www.ncetm.org.uk/eiml), we explore some of the key elements of subject leadership and core responsibilities of this demanding role. It offers a flexible and stimulating way to review where you are now, plan some next steps and learn from the experiences of other subject leaders through a set of case studies and stories of change.
Other features include a Subject Leader Glossary of Terms, a Further Support and Weblinks section and a Talking Heads section.
In this extract from Talking Heads, subject leaders give us their top tips for a new mathematics leader.
A few years ago, Caroline Ainsworth, who teaches in a Devon primary school, became interested in the work of the educational theorist Caleb Gattegno and the mathamatics teacher Madeleine Goutard. Prompted by their ideas and practice, she experimented with the use of Cuisenaire rods as a tool for helping children develop a deep understanding and mastery of number, as well as a creative and flexible approach to calculating. These videos show her explaining her work to Pete Griffin, from the National Centre for Excellence in the Teaching of Mathematics, and also show children using the rods in class.