National Professional Qualification in Leading Primary Mathematics
You may be aware of a new National Professional Qualification in Leading Primary Mathematics. The course is designed to help those who lead primary maths to lead maths using mastery approaches effectively. It is for teachers with, or seeking, responsibility for maths in their school, and participants must also have a familiarity with teaching for mastery. The course will take 12 months to complete and involve an average of one to two hours of study per week. It will start in February 2024.
The Maths Hubs Network is delighted to be involved in the delivery of the NPQ and would encourage interested schools and teachers to apply.
Before you apply, you need to register with the Department for Education. You should be able to find answers to any questions about the course on the DfE webpage.
You can also contact local organisations delivering NPQLPM who will be able to advise and support with the application process.
NCETM Primary Round Up
Catch up on the latest developments in the January 2024 Primary Round Up here
NCETM Primary Maths Curriculum Prioritisation Materials
To support primary schools and teachers with deciding what to teach pupils in maths for the rest of the academic year and beyond, the NCETM has produced a series of evaluation documents and a guidance video. All the materials detailed below are available on the NCETM’s dedicated curriculum prioritisation materials webpage.
Features and Articles
How a mastery approach is helping EAL pupils
Embracing teaching for mastery has enabled EAL pupils to engage fully in maths lessons, says headteacher at a local school
We are very excited to have Goldfinch Primary School feature in the NCETM’s news this week! Headteacher Emilie Haston and Maths Lead Ellie Roberts share how the mastery approach has had a huge impact on their pupils, and especially those with EAL.
It’s a great read, and you can find the article here!
Useful tips for tackling multiplicative thinking
Embedding multiplicative thinking across the primary maths curriculum
Learning fractions shouldn’t be difficult
Do your pupils find it difficult to understand fractions? This article describes how a well-sequenced curriculum that builds conceptual understanding, in small, supported steps, can help fractions to make sense.
Teaching ordinality – more than just first, second and third