A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips. A transcript (PDF) of this episode is available to download.Show notesTaking part in the discussion:Lizi Pepper, secondary maths teacher and KS3 maths lead at Tytherington School, and Secondary Mastery Specialist Becky Donaldson, NCETM Assistant Director for Secondary Beth Goodliff, Senior Communications Manager at the NCETM.Episode chapters00:34 – Introductions 01:16 – The big picture: why use algebra tiles? 03:39 – Where to start with algebra tiles 09:09 – Evidence that they are impacting on students’ understanding 11:16 – A learning sequence 17:24 – Limitations and benefits of the tilesUseful linksLizi is @mathspeptalk on Twitter Becky is @donaldson_maths on Twitter Lizi’s blog is at https://mathspeptalk.blogspot.com/ NCETM feature: Completing the square  NCETM resource: Using mathematical representations at KS3.

A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips. A <a href="https://www.ncetm.org.uk/media/d75f7a06df91447bbe3e7f0422293488" rel="nofollow" target="_blank">transcript</a> (PDF) of this episode is available to download.Show notes Taking part in the discussion: <ul><li>Lizi Pepper, secondary maths teacher and KS3 maths lead at Tytherington School, and Secondary Mastery Specialist</li> <li>Becky Donaldson, NCETM Assistant Director for Secondary</li> <li>Beth Goodliff, Senior Communications Manager at the NCETM.</li></ul>Episode chapters <ul><li>00:34 – Introductions</li> <li>01:16 – The big picture: why use algebra tiles?</li> <li>03:39 – Where to start with algebra tiles</li> <li>09:09 – Evidence that they are impacting on students’ understanding</li> <li>11:16 – A learning sequence</li> <li>17:24 – Limitations and benefits of the tiles</li></ul>Useful links <ul><li>Lizi is <a href="https://twitter.com/mathspeptalk" rel="nofollow" target="_blank">@mathspeptalk</a> on Twitter</li> <li>Becky is <a href="https://twitter.com/donaldson_maths" rel="nofollow" target="_blank">@donaldson_maths</a> on Twitter</li> <li>Lizi’s blog is at <a href="https://mathspeptalk.blogspot.com/" rel="nofollow" target="_blank">https://mathspeptalk.blogspot.com/</a></li> <li>NCETM feature: <a href="https://www.ncetm.org.uk/features/completing-the-square/" rel="nofollow" target="_blank">Completing the square </a></li> <li>NCETM resource: <a>Using mathematical representations at KS3</a>.</li></ul>

Using algebra tiles at KS3

Two Secondary Mastery Specialists explain the benefits of mastery to them, their departments, and their students. A transcript (PDF) of this episode is available to download.Show notesTaking part in the discussion:Beth Goodliff, Senior Communications Manager at the NCETM Paula Kelly, Secondary Mastery Specialist, LLME, Maths PGCE tutor, and teacher at Fulford School in York Tom Lumley, Secondary Mastery Specialist, LLME, SCITT tutor, and teacher at South Hunsley School in East Yorkshire.Episode chapters00:17 – Introductions 01:50 – The decision to become a Mastery Specialist 02:33 – Benefits to you as a teacher and benefits to the department 07:38 – Changes that have taken place in the maths department 10:39 – How the department have been trained in teaching for mastery 18:51 – Benefits to a school of having an LLMEUseful linksSecondary Mastery Specialists Secondary teaching for mastery resources .

Two Secondary Mastery Specialists explain the benefits of mastery to them, their departments, and their students. A <a href="https://www.ncetm.org.uk/media/sezbceo1/the-ncetm-podcast-episode-72-secondary-mastery-specialists.pdf" rel="nofollow" target="_blank">transcript</a> (PDF) of this episode is available to download.Show notes Taking part in the discussion: <ul><li>Beth Goodliff, Senior Communications Manager at the NCETM</li> <li>Paula Kelly, Secondary Mastery Specialist, LLME, Maths PGCE tutor, and teacher at Fulford School in York</li> <li>Tom Lumley, Secondary Mastery Specialist, LLME, SCITT tutor, and teacher at South Hunsley School in East Yorkshire.</li></ul>Episode chapters <ul><li>00:17 – Introductions</li> <li>01:50 – The decision to become a Mastery Specialist</li> <li>02:33 – Benefits to you as a teacher and benefits to the department</li> <li>07:38 – Changes that have taken place in the maths department</li> <li>10:39 – How the department have been trained in teaching for mastery</li> <li>18:51 – Benefits to a school of having an LLME</li></ul>Useful links <ul><li><a href="https://www.ncetm.org.uk/maths-hubs-projects/secondary-mastery-specialists/" rel="nofollow" target="_blank">Secondary Mastery Specialists</a></li> <li><a href="https://www.ncetm.org.uk/classroom-resources/resources-for-teachers-using-the-mastery-materials/" rel="nofollow" target="_blank">Secondary teaching for mastery resources</a> .</li></ul>

Secondary Mastery Specialists

A primary maths lead in an area of high social and economic deprivation explains how a mastery approach to teaching precise mathematical vocabulary is giving pupils in her school a voice. A transcript (PDF) of this episode is available to download.Show notesTaking part in the discussion:Julia Thomson, Communications Manager at the NCETM Victoria Moore, maths lead and Year 5 teacher, Usworth Colliery Primary School.Episode chapters00:06 – Introductions and school context 02:10 – How the school’s approach to teaching maths vocabulary has changed 03:40 – The purpose of using ambitious, higher-level maths vocabulary 05:32 – The approach to vocabulary across the school 07:00 – How staff have adapted to using higher-level maths vocabulary 09:59 – The impact on pupils 13:12 – Benefits of teaching maths vocabulary for higher attainers 16:00 – Explicit teaching of mathematical vocabularyUseful linksCurriculum Prioritisation Materials Primary Professional Development Materials Find your hub. .

A primary maths lead in an area of high social and economic deprivation explains how a mastery approach to teaching precise mathematical vocabulary is giving pupils in her school a voice. A <a href="https://www.ncetm.org.uk/media/4qoefgsr/the-ncetm-podcast-episode-71-maths-vocabulary.pdf" rel="nofollow" target="_blank">transcript</a> (PDF) of this episode is available to download.Show notes Taking part in the discussion: <ul><li>Julia Thomson, Communications Manager at the NCETM</li> <li>Victoria Moore, maths lead and Year 5 teacher, Usworth Colliery Primary School.</li></ul>Episode chapters <ul><li>00:06 – Introductions and school context</li> <li>02:10 – How the school’s approach to teaching maths vocabulary has changed</li> <li>03:40 – The purpose of using ambitious, higher-level maths vocabulary</li> <li>05:32 – The approach to vocabulary across the school</li> <li>07:00 – How staff have adapted to using higher-level maths vocabulary</li> <li>09:59 – The impact on pupils</li> <li>13:12 – Benefits of teaching maths vocabulary for higher attainers</li> <li>16:00 – Explicit teaching of mathematical vocabulary</li></ul>Useful links <ul><li><a href="https://www.ncetm.org.uk/classroom-resources/cp-curriculum-prioritisation-in-primary-maths/" rel="nofollow" target="_blank">Curriculum Prioritisation Materials</a></li> <li><a href="https://www.ncetm.org.uk/teaching-for-mastery/mastery-materials/primary-mastery-professional-development/" rel="nofollow" target="_blank">Primary Professional Development Materials</a></li> <li><a href="https://www.ncetm.org.uk/maths-hubs/find-your-hub/" rel="nofollow" target="_blank">Find your hub</a>. .</li></ul>

Maths vocabulary

We speak to Maths4Girls, who provide inspirational speakers and role models to talk to students about why girls can and should study maths.Show notesTaking part in the discussion:Beth Goodliff, Senior Comms Manager at the NCETM Mina Gerowin, founder of Maths4Girls Alison Rowan McEwan, executive director at Founders4Schools Noshin Begum, marketing and comms lead for Maths4Girls Lou Hoskyns-Staples, Research and Innovation Work Group Lead for ‘Girls and STEM’.Useful linksMaths4Girls Research and Innovation Work Groups Find your hub.

We speak to Maths4Girls, who provide inspirational speakers and role models to talk to students about why girls can and should study maths.Show notes Taking part in the discussion: <ul><li>Beth Goodliff, Senior Comms Manager at the NCETM</li> <li>Mina Gerowin, founder of Maths4Girls</li> <li>Alison Rowan McEwan, executive director at Founders4Schools</li> <li>Noshin Begum, marketing and comms lead for Maths4Girls</li> <li>Lou Hoskyns-Staples, Research and Innovation Work Group Lead for ‘Girls and STEM’.</li></ul>Useful links <ul><li><a href="https://m4g.founders4schools.org.uk/" rel="nofollow" target="_blank">Maths4Girls</a></li> <li><a href="https://www.ncetm.org.uk/maths-hubs-projects/research-and-innovation-work-groups/" rel="nofollow" target="_blank">Research and Innovation Work Groups</a></li> <li><a href="https://www.ncetm.org.uk/maths-hubs/find-your-hub/" rel="nofollow" target="_blank">Find your hub</a> .</li></ul>

Maths4Girls

Every year the SHINE organisation gives grants to schools and individual teachers to develop ideas related to maths learning. We find out more about the grants and how the application system works. We also talk to to primary teachers about the projects they've received funding for.Show notesTaking part in the discussion:Eleanor Heathcote, SHINE Roy Clutterbuck, Byron Wood Primary School, Sheffield Laura Jarvis, East Ward Primary School, Bury Steve McCormack, NCETM Communications DirectorUseful linksThe SHINE website Roy tweets at @Lightning_Maths.

Every year the SHINE organisation gives grants to schools and individual teachers to develop ideas related to maths learning. We find out more about the grants and how the application system works. We also talk to to primary teachers about the projects they've received funding for.Show notes Taking part in the discussion: <ul><li>Eleanor Heathcote, SHINE</li> <li>Roy Clutterbuck, Byron Wood Primary School, Sheffield</li> <li>Laura Jarvis, East Ward Primary School, Bury</li> <li>Steve McCormack, NCETM Communications Director</li></ul>Useful links <ul><li><a href="https://shinetrust.org.uk/" rel="nofollow" target="_blank">The SHINE website</a></li> <li><a href="https://twitter.com/Lightning_Maths" rel="nofollow" target="_blank">Roy tweets at @Lightning_Maths</a>.</li></ul>

Grants for maths projects

In summer 2022, for the first time since 2019, large-scale GCSE exams took place in school and college halls and gyms. And, just like every year before the pandemic, they were marked externally. What have we learnt? In this discussion, representatives from the awarding bodies give feedback from the hundreds of thousands of papers that were marked.Show notesTaking part in the discussion:Mark Heslop, Pearson/Edexcel Neil Ogden, OCR Andrew Taylor, AQA Steve McCormack, NCETM Communications DirectorEpisode chapters00:08 Introductions and headline observations 04:15 Algebra 09:00 Higher tier questions and Advanced Information 17:45 Questions involving graphs and diagrams 22:40 Petrol prices, car number plates and ice cream cones (questions that raised a smile)Useful linksFor Edexcel, follow @EmporiumMaths on Twitter. For OCR, go to their website. For AQA, follow @AQAMaths on Twitter. The NCETM shares information from all awarding bodies, the DfE, Ofqual and others via the Twitter account @NCETMQandC.

In summer 2022, for the first time since 2019, large-scale GCSE exams took place in school and college halls and gyms. And, just like every year before the pandemic, they were marked externally. What have we learnt? In this discussion, representatives from the awarding bodies give feedback from the hundreds of thousands of papers that were marked.Show notes Taking part in the discussion: <ul><li>Mark Heslop, Pearson/Edexcel</li> <li>Neil Ogden, OCR</li> <li>Andrew Taylor, AQA</li> <li>Steve McCormack, NCETM Communications Director</li></ul>Episode chapters <ul><li>00:08 Introductions and headline observations</li> <li>04:15 Algebra</li> <li>09:00 Higher tier questions and Advanced Information</li> <li>17:45 Questions involving graphs and diagrams</li> <li>22:40 Petrol prices, car number plates and ice cream cones (questions that raised a smile)</li></ul>Useful links For Edexcel, follow <a href="https://twitter.com/EmporiumMaths" rel="nofollow" target="_blank">@EmporiumMaths</a> on Twitter. For OCR, go to their <a href="https://www.ocr.org.uk/gcsemaths" rel="nofollow" target="_blank">website</a>. For AQA, follow <a href="https://twitter.com/AQAMaths" rel="nofollow" target="_blank">@AQAMaths</a> on Twitter. The NCETM shares information from all awarding bodies, the DfE, Ofqual and others via the Twitter account <a href="https://twitter.com/NCETMQandC" rel="nofollow" target="_blank">@NCETMQandC</a>.

Lessons from GCSE maths exams in summer 2022

Hollie Burgess teaches maths to Year 6 at a one-form entry primary school in Rutland. She’s recently taken on the role of maths lead. But she hasn’t always found maths easy – in fact her experience of maths GCSE was tortuous and demoralising. In this conversation Hollie shares the insights her experience has given her, into what some of her pupils might be experiencing. And she encourages teachers to recognise the importance of children’s confidence and happiness in helping them to learn.Show notesTaking part in the discussion: Hollie Burgess, Year 6 teacher and maths lead, Ketton Church of England School, Rutland Gwen Tresidder, NCETM Communications Manager.Episode chapters01:00 Introduction to Hollie and her school 03:55 Hollie’s maths story: primary and secondary school 10:33 Hollie’s maths story: post-16 15:10 Hollie’s maths story: university 16:20 Did you fear teaching maths? 17:58 How does your experience affect your classroom practice? 21:04 Tips for teachers who have never found maths difficult.Useful linksHollie tweets as @hollieteach. At 02:58 Hollie mentions that her school is involved in Maths Hubs CPD in a Teaching for Mastery (Sustaining) Work Group with East Midlands South Maths Hub. Find out more by following the links.

Hollie Burgess teaches maths to Year 6 at a one-form entry primary school in Rutland. She’s recently taken on the role of maths lead. But she hasn’t always found maths easy – in fact her experience of maths GCSE was tortuous and demoralising. In this conversation Hollie shares the insights her experience has given her, into what some of her pupils might be experiencing. And she encourages teachers to recognise the importance of children’s confidence and happiness in helping them to learn.Show notes Taking part in the discussion: <ul><li>Hollie Burgess, Year 6 teacher and maths lead, Ketton Church of England School, Rutland</li> <li>Gwen Tresidder, NCETM Communications Manager.</li></ul>Episode chapters <ul><li>01:00 Introduction to Hollie and her school</li> <li>03:55 Hollie’s maths story: primary and secondary school</li> <li>10:33 Hollie’s maths story: post-16</li> <li>15:10 Hollie’s maths story: university</li> <li>16:20 Did you fear teaching maths?</li> <li>17:58 How does your experience affect your classroom practice?</li> <li>21:04 Tips for teachers who have never found maths difficult.</li></ul>Useful links Hollie tweets as <a href="https://twitter.com/hollieteach" rel="nofollow" target="_blank">@hollieteach</a>. At 02:58 Hollie mentions that her school is involved in Maths Hubs CPD in a <a href="https://www.ncetm.org.uk/maths-hubs-projects/primary-teaching-for-mastery-sustaining/" rel="nofollow" target="_blank">Teaching for Mastery (Sustaining) Work Group</a> with <a href="../../hubs/east-midlands-south-maths-hub/" rel="nofollow" target="_blank">East Midlands South Maths Hub</a>. Find out more by following the links.

From GCSE Maths resits to primary school maths lead

Two authors talk about their new resources and suggest tips for addressing social issues through maths There’s undoubtedly plenty of maths in climate change science. But how can teachers bring some of this real-life data into the classroom, allowing students to see maths as a tool to help interpret the world? Is this a maths teacher’s responsibility, or should they stick to more abstract maths? What is the best way to manage discussion on social (and potentially emotive) issues? MEI and the Royal Meteorological Society have recently published four resources to support teachers in raising issues of climate science through maths lessons. They cover Trees for Net Zero, Trees and Carbon Capture, Extreme Weather, and EVolution of Vehicle Sales. Alistair and Tom, two of the resource authors, talk about what they considered in creating the resources and how they hope teachers might use them with students in Key Stage 3 or Core Maths classes. Show notesTaking part in the discussion: Alistair Bissell, AMSP Level 3 Maths Professional Development Coordinator Tom Rainbow, AMSP National Coordinator for Core Maths Professional Development Gwen Tresidder, NCETM Communications Manager.Episode chapters00:00 Introducing the speakers 01:22 Overview of the resources 02:52 What are maths teachers’ responsibilities for addressing social and political issues? 05:18 What are the benefits of addressing such issues? 06:45 How did you choose which aspects of climate change to focus on? 08:30 What will students learn? 14:10 Managing emotive issues and differences of opinion in the classroom 18:17 Maintaining balance 21:58 Digging into the maths.Useful linksAlistair tweets as @comparagrams, Tom tweets as @CoreMathsTom – they would welcome feedback from teachers and students on use of these resources. The Maths and Climate Change resources can be found on MEI's website.

Two authors talk about their new resources and suggest tips for addressing social issues through maths There’s undoubtedly plenty of maths in climate change science. But how can teachers bring some of this real-life data into the classroom, allowing students to see maths as a tool to help interpret the world? Is this a maths teacher’s responsibility, or should they stick to more abstract maths? What is the best way to manage discussion on social (and potentially emotive) issues? MEI and the Royal Meteorological Society have recently published <a href="https://mei.org.uk/resource/08983010-4175-4f54-80e0-08d9ab607fb9/" rel="nofollow" target="_blank">four resources</a> to support teachers in raising issues of climate science through maths lessons. They cover Trees for Net Zero, Trees and Carbon Capture, Extreme Weather, and EVolution of Vehicle Sales. Alistair and Tom, two of the resource authors, talk about what they considered in creating the resources and how they hope teachers might use them with students in Key Stage 3 or Core Maths classes. Show notes Taking part in the discussion: <ul><li>Alistair Bissell, AMSP Level 3 Maths Professional Development Coordinator</li> <li>Tom Rainbow, AMSP National Coordinator for Core Maths Professional Development</li> <li>Gwen Tresidder, NCETM Communications Manager.</li></ul>Episode chapters <ul><li>00:00 Introducing the speakers</li> <li>01:22 Overview of the resources</li> <li>02:52 What are maths teachers’ responsibilities for addressing social and political issues?</li> <li>05:18 What are the benefits of addressing such issues?</li> <li>06:45 How did you choose which aspects of climate change to focus on?</li> <li>08:30 What will students learn?</li> <li>14:10 Managing emotive issues and differences of opinion in the classroom</li> <li>18:17 Maintaining balance</li> <li>21:58 Digging into the maths.</li></ul>Useful links Alistair tweets as <a href="https://twitter.com/comparagrams" rel="nofollow" target="_blank">@comparagrams</a>, Tom tweets as <a href="https://twitter.com/CoreMathsTom" rel="nofollow" target="_blank">@CoreMathsTom</a> – they would welcome feedback from teachers and students on use of these resources. The Maths and Climate Change resources can be found on <a href="https://mei.org.uk/resource/08983010-4175-4f54-80e0-08d9ab607fb9/" rel="nofollow" target="_blank">MEI's website</a>.

Teaching about climate change in the maths classroom

A wide ranging conversation covering engagement, curriculum, classroom culture, and preparing students for maths beyond school Susan Okereke is a secondary maths teacher in London, recently moving to St. Mark’s Academy in South London as Lead Practitioner in maths. She also leads Work Groups for the London SE Plus Maths Hub. Beyond that, she has developed a role as an independent ‘maths communicator’, aiming to make maths less frightening and more available to all, throughout their lives and not only during school. She does this through her podcast, blog, social media and public speaking. In this conversation, Susan tells us about what she considers when faced with new classes, including creating the right environment, setting expectations, dealing with disruption and prioritising the classes and students she finds most challenging. She also gives her views on the difficulties with the current GCSE maths curriculum, particularly at Foundation level, what might better replace it and how powerful maths can be as a tool for social mobilityShow notesTaking part in the discussion are: Susan Okereke, maths teacher and Lead Practitioner, St. Mark’s Academy, Mitcham, London Gwen Tresidder, NCETM Communications ManagerEpisodes:00:00 – Intro and background 03:46 – How teaching adult numeracy informs the way Susan now teaches secondary students 10:16 – GCSE Foundation maths curriculum ‘not fit for purpose’ 15:41 – Susan talks about her role as a ‘maths communicator’ 16:36 – Maths as a tool for social mobility: encouraging diversity and inclusion 21:28 – What Susan is thinking about with new classes in September 24:56 – The importance of learner engagement: creating an approach response in the brain 26:41 – Managing students who are not in the right state to learnUseful links:Susan tweets as @DoTheMathsThing Susan’s website, Do the Maths Thing, contains links to all the projects Susan is currently involved in, and to her blog Susan co-hosts the Maths Appeal podcast with Bobby Seagull.

A wide ranging conversation covering engagement, curriculum, classroom culture, and preparing students for maths beyond school Susan Okereke is a secondary maths teacher in London, recently moving to St. Mark’s Academy in South London as Lead Practitioner in maths. She also leads Work Groups for the <a href="https://mathshublondonse.co.uk/" rel="nofollow" target="_blank">London SE Plus Maths Hub</a>. Beyond that, she has developed a role as an independent ‘maths communicator’, aiming to make maths less frightening and more available to all, throughout their lives and not only during school. She does this through her podcast, blog, social media and public speaking. In this conversation, Susan tells us about what she considers when faced with new classes, including creating the right environment, setting expectations, dealing with disruption and prioritising the classes and students she finds most challenging. She also gives her views on the difficulties with the current GCSE maths curriculum, particularly at Foundation level, what might better replace it and how powerful maths can be as a tool for social mobilityShow notes Taking part in the discussion are: <ul><li>Susan Okereke, maths teacher and Lead Practitioner, St. Mark’s Academy, Mitcham, London</li> <li>Gwen Tresidder, NCETM Communications Manager</li></ul>Episodes: <ul><li>00:00 – Intro and background</li> <li>03:46 – How teaching adult numeracy informs the way Susan now teaches secondary students</li> <li>10:16 – GCSE Foundation maths curriculum ‘not fit for purpose’</li> <li>15:41 – Susan talks about her role as a ‘maths communicator’</li> <li>16:36 – Maths as a tool for social mobility: encouraging diversity and inclusion</li> <li>21:28 – What Susan is thinking about with new classes in September</li> <li>24:56 – The importance of learner engagement: creating an approach response in the brain</li> <li>26:41 – Managing students who are not in the right state to learn</li></ul>Useful links: Susan tweets as <a href="https://twitter.com/DoTheMathsThing" rel="nofollow" target="_blank">@DoTheMathsThing</a> Susan’s website, <a href="https://dothemathsthing.com/" rel="nofollow" target="_blank">Do the Maths Thing</a>, contains links to all the projects Susan is currently involved in, and to her blog Susan co-hosts the <a href="https://play.acast.com/s/MathsAppeal/maths-appeal-series-2-episode-1" rel="nofollow" target="_blank">Maths Appeal podcast</a> with Bobby Seagull.

Susan Okereke: What I think about when starting with new classes

How can a maths department and mentor best support their maths ECT? Sarah Williams is one of 2021/22’s maths Early Career Teachers (ECTs), and Scott Gibson is her mentor, with two decades of experience teaching maths. We talk to them about how department collaborative planning procedures and open, approachable mentoring have made Sarah’s first year in teaching ‘fantastic’!Show notesTaking part in the discussion are: Sarah Williams, maths ECT at David Nieper Academy Scott Gibson, maths teacher at David Nieper Academy Gwen Tresidder, NCETM Communications ManagerEpisodes:01:06 – Introducing Sarah, Scott and their school 06:20 – Y7 maths project: Mini-olympics 07:26 – Teaching Y7 fractions/probability unit 10:41 – How department collaborative planning has been supportive 21:21 – The advantages of being a mature ECT 24:06 – Tips for new ECTs 25:09 – The mentoring role 27:31 – Advice for new mentorsUseful links:Planning collaboratively and learning together as a department | NCETM (an article written in June 2022 about collaborative planning at David Nieper Academy, mentioned in the conversation) Specialist Knowledge for Teaching Mathematics - Secondary Early Career Teachers | NCETM Details of a maths-specific CPD project run in Maths Hubs around the country, specifically for ECTs Early career framework A framework of standards to help early career teachers succeed at the start of their careers

How can a maths department and mentor best support their maths ECT? Sarah Williams is one of 2021/22’s maths Early Career Teachers (ECTs), and Scott Gibson is her mentor, with two decades of experience teaching maths. We talk to them about how department collaborative planning procedures and open, approachable mentoring have made Sarah’s first year in teaching ‘fantastic’!Show notes Taking part in the discussion are: <ul><li>Sarah Williams, maths ECT at David Nieper Academy</li> <li>Scott Gibson, maths teacher at David Nieper Academy</li> <li>Gwen Tresidder, NCETM Communications Manager</li></ul>Episodes: <ul><li>01:06 – Introducing Sarah, Scott and their school</li> <li>06:20 – Y7 maths project: Mini-olympics</li> <li>07:26 – Teaching Y7 fractions/probability unit</li> <li>10:41 – How department collaborative planning has been supportive</li> <li>21:21 – The advantages of being a mature ECT</li> <li>24:06 – Tips for new ECTs</li> <li>25:09 – The mentoring role</li> <li>27:31 – Advice for new mentors</li></ul>Useful links: <a href="https://www.ncetm.org.uk/features/planning-collaboratively-and-learning-together-as-a-department/" rel="nofollow" target="_blank">Planning collaboratively and learning together as a department | NCETM</a> (an article written in June 2022 about collaborative planning at David Nieper Academy, mentioned in the conversation) <a href="https://www.ncetm.org.uk/maths-hubs-projects/specialist-knowledge-for-teaching-mathematics-secondary-early-career-teachers/" rel="nofollow" target="_blank">Specialist Knowledge for Teaching Mathematics - Secondary Early Career Teachers | NCETM</a> Details of a maths-specific CPD project run in Maths Hubs around the country, specifically for ECTs <a href="https://www.gov.uk/government/publications/early-career-framework" rel="nofollow" target="_blank">Early career framework</a> A framework of standards to help early career teachers succeed at the start of their careers

The ECT and the mentor

The NCETM Maths Podcast, from the National Centre for Excellence in the Teaching of Mathematics, invites teachers, maths experts and anyone with a passion for teaching maths to talk about topics that shine a light on great maths teaching. With ideas for classroom activities, inspirational stories of careers in maths, and lively debates on contemporary topics, the NCETM podcast has something for everyone. Listen wherever you get your podcasts.

The NCETM Maths Podcast

How do young children (Reception age and below) develop their early mathematical thinking? How do those teaching them help the children build a platform of understanding? And where does maths fit in to the wider picture of childhood development? Two experts in the field explain. Show notes Taking part in the discussion are: Dr Sue Gifford, Mathematics Education Department, Roehampton University Viv Lloyd, NCETM Assistant Director, Primary and Early Years Mathematics Steve McCormack, NCETM Communications Director  This podcast complements the information on Early Years maths on the NCETM website. Episode chapters 07:48 - Comparison 10:38 - Cardinality 14:18 - Subitising 18:38 - Conservation 20:38 - Composition 24:18 - Pattern 26:28 - Shape and Space 27:53 - Measures 31:38 - Where maths fits in with other early learning You may also be interested in this article on subitising, from a recent issue of the NCETM Primary Magazine. Information on Maths Hubs work in the area of Early Years maths.

How do young children (Reception age and below) develop their early mathematical thinking? How do those teaching them help the children build a platform of understanding? And where does maths fit in to the wider picture of childhood development? Two experts in the field explain. Show notes Taking part in the discussion are: <ul><li>Dr Sue Gifford, Mathematics Education Department, Roehampton University</li> <li>Viv Lloyd, NCETM Assistant Director, Primary and Early Years Mathematics</li> <li>Steve McCormack, NCETM Communications Director</li> </ul> This podcast complements the <a href="https://www.ncetm.org.uk/resources/51439" rel="nofollow" target="_blank">information on Early Years maths</a> on the NCETM website. Episode chapters 07:48 - Comparison 10:38 - Cardinality 14:18 - Subitising 18:38 - Conservation 20:38 - Composition 24:18 - Pattern 26:28 - Shape and Space 27:53 - Measures 31:38 - Where maths fits in with other early learning You may also be interested in <a href="https://www.ncetm.org.uk/resources/52560" rel="nofollow" target="_blank">this article on subitising,</a> from a recent issue of the NCETM Primary Magazine. Information on <a href="http://www.mathshubs.org.uk/what-maths-hubs-are-doing/early-years/" rel="nofollow" target="_blank">Maths Hubs work in the area of Early Years maths</a>.

How Early Years children develop mathematical thinking

A discussion with the head of a Birmingham primary school, in an area of educational under-achievement, which, working closely with its local Maths Hub, embraced teaching for mastery in 2016. Show notes:  Taking part in the discussion are: Helen Hastilow, headteacher of Slade Primary School in Birmingham Steve McCormack NCETM Communications Director  Find out how your school could work on teaching for mastery within the Maths Hubs programme here. The Maths Hub serving Birmingham is Central Maths Hub.

A discussion with the head of a Birmingham primary school, in an area of educational under-achievement, which, working closely with its local Maths Hub, embraced teaching for mastery in 2016. Show notes:  Taking part in the discussion are: <ul><li>Helen Hastilow, headteacher of Slade Primary School in Birmingham</li> <li>Steve McCormack NCETM Communications Director</li> </ul> Find out how your school could work on teaching for mastery within the Maths Hubs programme <a href="https://www.ncetm.org.uk/resources/51959/" rel="nofollow" target="_blank">here</a>. The Maths Hub serving Birmingham is <a href="https://www.centralmathshub.com/" rel="nofollow" target="_blank">Central Maths Hub</a>.

One primary school’s teaching for mastery journey 

Listen to three secondary maths teachers discuss the best CPD they have taken part in. What really works and why, and how do they think CPD can contribute to career progression? Show notes Taking part in the discussion are: Kathryn Darwin (@arithmaticks), Second in Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire Fiona Roberts (@fn_husker), Head of Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire Ben Sheedy, Co-Head of Maths at Ridgewood School in Doncaster, South Yorkshire Beth Goodliff, NCETM Communications Officer  The Mirfield Free Grammar is an 11-18 non-selective comprehensive school of approximately 1,500 students. Ridgewood School is an 11-18 non-selective comprehensive school of approximately 1,400 students. Find out more about the CPD opportunities on offer for you and your colleagues, including secondary teaching for mastery 2018-19, through the Maths Hubs.

Listen to three secondary maths teachers discuss the best CPD they have taken part in. What really works and why, and how do they think CPD can contribute to career progression? Show notes Taking part in the discussion are: <ul><li>Kathryn Darwin (@<a href="https://twitter.com/arithmaticks" rel="nofollow" target="_blank">arithmaticks</a>), Second in Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire</li> <li>Fiona Roberts (@<a href="https://twitter.com/fn_husker" rel="nofollow" target="_blank">fn_husker</a>), Head of Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire</li> <li>Ben Sheedy, Co-Head of Maths at Ridgewood School in Doncaster, South Yorkshire</li> <li>Beth Goodliff, NCETM Communications Officer</li> </ul> The Mirfield Free Grammar is an 11-18 non-selective comprehensive school of approximately 1,500 students. Ridgewood School is an 11-18 non-selective comprehensive school of approximately 1,400 students. Find out more about the CPD opportunities on offer for you and your colleagues, including secondary teaching for mastery 2018-19, through <a href="http://www.mathshubs.org.uk/what-maths-hubs-are-doing/" rel="nofollow" target="_blank">the Maths Hubs</a>.

Maths CPD: what works and why for teachers’ professional development

How does maths teaching in a primary school in Shanghai look and feel to an experienced observing teacher from an English school? A Mastery Specialist from Leicestershire, who was among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, gives her impressions.Show notesTaking part in the discussion are: Afshah Deen, Primary Mastery Specialist and Year 2 teacher at Parkland Primary School, Wigston, Leicestershire Chris Shore, Maths Hub Lead, East Midlands South Maths Hub Steve McCormack, NCETM Communications Director  Episode chapters 03:29 – Afshah’s overview of the experience 06:36 – What impressed Afshah most 07:17 – What surprised Afshah 09:04 – A lesson on properties of 3-D shapes 10:10 – Thoughts on small steps within lessons 12:02 – Fluency of the Shanghai pupils 13:16 – Shanghai teachers’ planning and discussions 17:42 – How the experience has affected Afshah as a teacher 18:58 – The wider context of teacher exchanges over the year 24:19 – How ‘greater depth’ is viewed in Shanghai 27:43 – Afshah’s role in her area as a Mastery Specialist   Information on where showcase lessons are being held in late January 2019.

How does maths teaching in a primary school in Shanghai look and feel to an experienced observing teacher from an English school? A Mastery Specialist from Leicestershire, who was among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, gives her impressions.Show notes Taking part in the discussion are: <ul><li>Afshah Deen, Primary Mastery Specialist and Year 2 teacher at Parkland Primary School, Wigston, Leicestershire</li> <li>Chris Shore, Maths Hub Lead, East Midlands South Maths Hub</li> <li>Steve McCormack, NCETM Communications Director</li> </ul> Episode chapters <ul><li>03:29 – Afshah’s overview of the experience</li> <li>06:36 – What impressed Afshah most</li> <li>07:17 – What surprised Afshah</li> <li>09:04 – A lesson on properties of 3-D shapes</li> <li>10:10 – Thoughts on small steps within lessons</li> <li>12:02 – Fluency of the Shanghai pupils</li> <li>13:16 – Shanghai teachers’ planning and discussions</li> <li>17:42 – How the experience has affected Afshah as a teacher</li> <li>18:58 – The wider context of teacher exchanges over the year</li> <li>24:19 – How ‘greater depth’ is viewed in Shanghai</li> <li>27:43 – Afshah’s role in her area as a Mastery Specialist </li> </ul> <a href="https://www.ncetm.org.uk/news/52789" rel="nofollow" target="_blank">Information on where showcase lessons are being held in late January 2019</a>.

Primary maths teaching in Shanghai: an exchange teacher’s view

The episodic or ‘ping-pong' teaching approach is one of the most striking features of a mastery-style lesson. But what is it exactly and how does it affect decisions when planning lessons? In this podcast, Primary Mastery Specialists Faye Glendinning and Sam Shutkever take us through the gritty detail of episodic lesson planning. They explain the theory and how it is implemented in their schools. Each of them then takes us through the episodes of a recent lesson in detail, explaining each planning decision.Show notesTaking part in the discussion are: Faye Glendinning, Cedars Academy, Birmingham, and Central Maths Hub Sam Shutkever, Akroydon Primary Academy, Halifax, and West Yorkshire Maths Hub Gwen Tresidder, Communications Manager, NCETM  Additional related content is available on the podcast page on our website.

The episodic or ‘ping-pong' teaching approach is one of the most striking features of a mastery-style lesson. But what is it exactly and how does it affect decisions when planning lessons? In this podcast, Primary Mastery Specialists Faye Glendinning and Sam Shutkever take us through the gritty detail of episodic lesson planning. They explain the theory and how it is implemented in their schools. Each of them then takes us through the episodes of a recent lesson in detail, explaining each planning decision.Show notes Taking part in the discussion are: <ul><li>Faye Glendinning, Cedars Academy, Birmingham, and Central Maths Hub</li> <li>Sam Shutkever, Akroydon Primary Academy, Halifax, and West Yorkshire Maths Hub</li> <li>Gwen Tresidder, Communications Manager, NCETM</li> </ul> Additional related content is available on the <a href="https://www.ncetm.org.uk/resources/52998" rel="nofollow" target="_blank">podcast page on our website</a>.

Why and how to use the ‘ping-pong’ teaching style

How an English primary teacher had his maths lesson observed while in Shanghai, and how this style of group lesson observation and refinement is becoming (partially) replicated in Maths Hubs work in England. Show notes: Taking part in the discussion are: Jonathan Leeming, Mastery Specialist and primary school teacher in Lancaster. Read his account in the NCETM Primary magazine of being observed in Shanghai. Helen Madeley, Mastery Specialist and primary school teacher in Lancaster area, and also part of the leadership team of North North West Maths Hub. Steve McCormack (NCETM Communications Director)  In mid-January, 2018 the second wave of primary teachers from Shanghai arrive in England as part of the ongoing England-China exchange programme. They will spend two weeks teaching maths to primary school classes in Maths Hubs areas across England, including ‘showcase’ lessons where observation seating for up to 100 teachers is organised. Contact your local Maths Hub to find out if there’s a showcase near you in the week beginning Monday 22 January.

How an English primary teacher had his maths lesson observed while in Shanghai, and how this style of group lesson observation and refinement is becoming (partially) replicated in Maths Hubs work in England. Show notes: Taking part in the discussion are: <ul><li>Jonathan Leeming, Mastery Specialist and primary school teacher in Lancaster. Read <a href="https://www.ncetm.org.uk/resources/51120" rel="nofollow" target="_blank">his account</a> in the NCETM Primary magazine of being observed in Shanghai.</li> <li>Helen Madeley, Mastery Specialist and primary school teacher in Lancaster area, and also part of the leadership team of <a href="http://www.northnorthwestmathshub.org.uk/" rel="nofollow" target="_blank">North North West Maths Hub</a>.</li> <li>Steve McCormack (NCETM Communications Director)</li> </ul> In mid-January, 2018 the second wave of primary teachers from Shanghai arrive in England as part of the ongoing England-China exchange programme. They will spend two weeks teaching maths to primary school classes in Maths Hubs areas across England, including ‘showcase’ lessons where observation seating for up to 100 teachers is organised. Contact your <a href="http://www.mathshubs.org.uk/find-your-hub/" rel="nofollow" target="_blank">local Maths Hub</a> to find out if there’s a showcase near you in the week beginning Monday 22 January.

Shanghai style lesson observation

In this podcast, we visit Spring Bank Primary School in Leeds and talk to headteacher, Sarah Hawes and maths lead, Tracey Baruah. With 40 years’ experience between them, they explain their enthusiasm for what the Mastery Readiness Programme is offering the children in their school. The Mastery Readiness Programme began work with a small number of schools in the Northern Powerhouse in 2018/19. The programme was designed in response to Maths Hubs’ recognition that some schools were not able or ready to engage with the full Teaching for Mastery Programme. This bespoke programme offers schools support with preparatory groundwork to become ‘ready’ for teaching for mastery. The programme is being rolled out nationally in 2019/20. If your school might benefit from participation in the expanding Mastery Readiness Programme, please contact your local Maths Hub, or email Emma Patman or Elizabeth Lambert directly. You can also find out more about the programme by visiting the Mastery Readiness section of our website.Show notesTaking part in the discussion are: Sarah Hawes, Headteacher at Spring Bank Primary School Tracey Baruah, Maths Lead at Spring Bank Primary School Gwen Tresidder, Communications Manager, NCETMEpisode chapters01:10 – Introductions and how the school began with mastery 05:05 – What the Mastery Readiness Programme involves 07:25 – Not like attending one-off workshops 09:45 – Getting all staff on board 12:32 – Articulate children 14:47 – A different type of training 18:42 – Understanding what ‘going deeper’ means 19:29 – Focus on problem solving 25:18 – What pupils have got out of it 27:17 – Abandoning ability-groupings: a revelation 32:26 – Next year: the full Teaching for Mastery Programme 33:57 – The challenges 39:39 – Advice for heads considering Mastery Readiness.

In this podcast, we visit Spring Bank Primary School in Leeds and talk to headteacher, Sarah Hawes and maths lead, Tracey Baruah. With 40 years’ experience between them, they explain their enthusiasm for what the Mastery Readiness Programme is offering the children in their school. The Mastery Readiness Programme began work with a small number of schools in the Northern Powerhouse in 2018/19. The programme was designed in response to Maths Hubs’ recognition that some schools were not able or ready to engage with the full Teaching for Mastery Programme. This bespoke programme offers schools support with preparatory groundwork to become ‘ready’ for teaching for mastery. The programme is being rolled out nationally in 2019/20. If your school might benefit from participation in the expanding Mastery Readiness Programme, please contact your local Maths Hub, or email <a href="mailto:Emma.Patman@ncetm.org.uk">Emma Patman</a> or <a href="mailto:Elizabeth.Lambert@ncetm.org.uk">Elizabeth Lambert</a> directly. You can also find out more about the programme by visiting the <a href="https://www.ncetm.org.uk/resources/52811" rel="nofollow" target="_blank">Mastery Readiness section</a> of our website.Show notes Taking part in the discussion are: <ul><li>Sarah Hawes, Headteacher at Spring Bank Primary School</li> <li>Tracey Baruah, Maths Lead at Spring Bank Primary School</li> <li>Gwen Tresidder, Communications Manager, NCETM</li></ul>Episode chapters <ul><li>01:10 – Introductions and how the school began with mastery</li> <li>05:05 – What the Mastery Readiness Programme involves</li> <li>07:25 – Not like attending one-off workshops</li> <li>09:45 – Getting all staff on board</li> <li>12:32 – Articulate children</li> <li>14:47 – A different type of training</li> <li>18:42 – Understanding what ‘going deeper’ means</li> <li>19:29 – Focus on problem solving</li> <li>25:18 – What pupils have got out of it</li> <li>27:17 – Abandoning ability-groupings: a revelation</li> <li>32:26 – Next year: the full Teaching for Mastery Programme</li> <li>33:57 – The challenges</li> <li>39:39 – Advice for heads considering Mastery Readiness.</li></ul>

Behind the scenes of the Mastery Readiness Programme

Teaching the hardest topics in GCSE mathsWhich are the hardest topics in GCSE maths? You will know some by reputation. Some might surprise you. What can you do to make these topics more accessible to students? In particular, how can you unlock a depth of understanding that allows students to use their knowledge flexibly and in unfamiliar situations? The Maths Hub network’s national project, ‘Challenging Topics at GCSE’, addresses these issues, through local collaborative teacher Work Groups. In this podcast, two teachers from South Yorkshire, who lead Work Groups, tell us why teachers should get involved. They tell us about the benefits to teachers and their wider departments. The podcast begins with an interview with Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber, who gives a national picture of the project.Show notesTaking part in the discussion are: Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber Lisa Wilson, Penistone Grammar School, Barnsley, and Work Group Lead for South Yorkshire Maths Hub Rosie Kavanagh, Oakwood High School, Rotherham, and Work Group Lead for South Yorkshire Maths Hub Gwen Tresidder, Communications Manager, NCETM

Teaching the hardest topics in GCSE maths Which are the hardest topics in GCSE maths? You will know some by reputation. Some might surprise you. What can you do to make these topics more accessible to students? In particular, how can you unlock a depth of understanding that allows students to use their knowledge flexibly and in unfamiliar situations? The Maths Hub network’s national project, ‘Challenging Topics at GCSE’, addresses these issues, through local collaborative teacher Work Groups. In this podcast, two teachers from South Yorkshire, who lead Work Groups, tell us why teachers should get involved. They tell us about the benefits to teachers and their wider departments. The podcast begins with an interview with Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber, who gives a national picture of the project.Show notes Taking part in the discussion are: <ul><li>Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber</li> <li>Lisa Wilson, Penistone Grammar School, Barnsley, and Work Group Lead for South Yorkshire Maths Hub</li> <li>Rosie Kavanagh, Oakwood High School, Rotherham, and Work Group Lead for South Yorkshire Maths Hub</li> <li>Gwen Tresidder, Communications Manager, NCETM</li></ul>

Teaching the hardest topics in GCSE maths

Two secondary teachers, one a head of department, explain how participating in a Maths Hub Work Group on mathematical thinking both helped their own teaching and sowed seeds of improvement in their departments.Show notes:Taking part in the discussion are: Satveer Bahia, from Platanos College, working with London Thames Maths Hub (@Mathshub_LT) Catriona Shearer (@CShearer41) from Saffron Walden County High School, working with Cambridge Maths Hub (@CamMathsHub) Steve McCormack, NCETM Communications Director  For information about all Maths Hubs projects and Work Groups, and to find contacts details for a Maths Hub near you, go to www.mathshubs.org.uk. This article from a recent NCETM Secondary magazine gives more information and accounts about what a Maths Hubs Work Group entails. 

Two secondary teachers, one a head of department, explain how participating in a Maths Hub Work Group on mathematical thinking both helped their own teaching and sowed seeds of improvement in their departments.Show notes: Taking part in the discussion are: <ul><li>Satveer Bahia, from Platanos College, working with London Thames Maths Hub (<a href="https://twitter.com/Mathshub_LT" rel="nofollow" target="_blank">@Mathshub_LT</a>)</li> <li>Catriona Shearer (<a href="https://twitter.com/CShearer41" rel="nofollow" target="_blank">@CShearer41</a>) from Saffron Walden County High School, working with Cambridge Maths Hub (<a href="https://twitter.com/CamMathsHub" rel="nofollow" target="_blank">@CamMathsHub</a>)</li> <li>Steve McCormack, NCETM Communications Director</li> </ul> For information about all Maths Hubs projects and Work Groups, and to find contacts details for a Maths Hub near you, go to <a href="http://www.mathshubs.org.uk/" rel="nofollow" target="_blank">www.mathshubs.org.uk</a>. This <a href="https://www.ncetm.org.uk/resources/52281" rel="nofollow" target="_blank">article</a> from a recent NCETM Secondary magazine gives more information and accounts about what a Maths Hubs Work Group entails.

What is it like to be in a Maths Hub Work Group?

A discussion with the two lead editors of the PD materials, to help teachers and schools implement a teaching for mastery approach, being produced by the NCETM and Maths Hubs. Show notes:  Taking part in the discussion are: Debbie Morgan, NCETM Director for Primary Clare Christie, Maths Lead, Ashley Downs Schools Federation, Bristol Jo Creamer, Maths Lead and Year 1 teacher, St Peter and St Paul Catholic Primary School, Bristol Steve McCormack, NCETM Communications Director  The mastery professional development materials at the centre of this discussion can be found here on the NCETM website. Background information about the NCETM’s work in the area of teaching for mastery can be found here. You may also be interested in the primary maths mastery assessment materials, also produced by NCETM working with teachers in Maths Hubs.

A discussion with the two lead editors of the PD materials, to help teachers and schools implement a teaching for mastery approach, being produced by the NCETM and Maths Hubs. Show notes:  Taking part in the discussion are: <ul><li>Debbie Morgan, NCETM Director for Primary</li> <li>Clare Christie, Maths Lead, Ashley Downs Schools Federation, Bristol</li> <li>Jo Creamer, Maths Lead and Year 1 teacher, St Peter and St Paul Catholic Primary School, Bristol</li> <li>Steve McCormack, NCETM Communications Director</li> </ul> The mastery professional development materials at the centre of this discussion can be found <a href="https://www.ncetm.org.uk/resources/50639" rel="nofollow" target="_blank">here</a> on the NCETM website. Background information about the NCETM’s work in the area of teaching for mastery can be found <a href="https://www.ncetm.org.uk/resources/47230" rel="nofollow" target="_blank">here.</a> You may also be interested in the primary maths <a href="https://www.ncetm.org.uk/resources/46689" rel="nofollow" target="_blank">mastery assessment materials</a>, also produced by NCETM working with teachers in Maths Hubs.

NCETM Primary Mastery Professional Development Materials

How do you become a Mastery Specialist? What are the personal and professional benefits? How can you have impact in your own school? And what happens when your skills take you even further? Leanne Casey tells us about her experiences.Show notesTaking part in the discussion are: Leanne Casey, Primary Mastery Specialist and Deputy Head at St. Michael’s CE Primary School in Bedworth, Coventry (a two-form entry primary school) Beth Goodliff, NCETM Communications Officer  This podcast complements the Mastery Specialist information on the Maths Hubs website. Episode chapters 00:45 – How Leanne became a Mastery Specialist 04:10 – Starting to work with other schools 05:45 – Getting buy-in from headteacher 07:20 – The context of Leanne’s school and its maths performance 09:00 – Convincing class teachers, even though maths results were good 14:15 – Keeping the mastery momentum going   17:30 – Embedding newly appointed teachers 20:45 – How Leanne has benefited personally 23:00 – Working on mastery with a different Maths Hub, in London 27:40 – Advice for a teacher considering applying to train as a Mastery Specialist  If you are interested in becoming a Mastery Specialist, contact your local Maths Hub. They will tell you when the next recruitment window opens, and how to apply.

How do you become a Mastery Specialist? What are the personal and professional benefits? How can you have impact in your own school? And what happens when your skills take you even further? Leanne Casey tells us about her experiences.Show notes Taking part in the discussion are: <ul><li>Leanne Casey, Primary Mastery Specialist and Deputy Head at St. Michael’s CE Primary School in Bedworth, Coventry (a two-form entry primary school)</li> <li>Beth Goodliff, NCETM Communications Officer</li> </ul> This podcast complements the <a href="http://mathshubs.org.uk/what-maths-hubs-are-doing/teaching-for-mastery/mastery-specialists-programme/" rel="nofollow" target="_blank">Mastery Specialist information</a> on the Maths Hubs website. Episode chapters <ul><li>00:45 – How Leanne became a Mastery Specialist</li> <li>04:10 – Starting to work with other schools</li> <li>05:45 – Getting buy-in from headteacher</li> <li>07:20 – The context of Leanne’s school and its maths performance</li> <li>09:00 – Convincing class teachers, even though maths results were good</li> <li>14:15 – Keeping the mastery momentum going  </li> <li>17:30 – Embedding newly appointed teachers</li> <li>20:45 – How Leanne has benefited personally</li> <li>23:00 – Working on mastery with a different Maths Hub, in London</li> <li>27:40 – Advice for a teacher considering applying to train as a Mastery Specialist</li> </ul> If you are interested in becoming a Mastery Specialist, <a href="http://mathshubs.org.uk/find-your-hub/" rel="nofollow" target="_blank">contact your local Maths Hub</a>. They will tell you when the next recruitment window opens, and how to apply.

What are the benefits of being a Primary Mastery Specialist?

After GCSE, 20% fewer girls than boys continue studying maths. This limits their access to some of the more challenging, interesting and lucrative careers. But why? In this podcast episode we speak with Rachel Beddoes, Girls’ Participation Coordinator of the Advanced Maths Support Programme (AMSP). She explains what the barriers are for girls, and what teachers and schools can do to overcome these. She also gives details of events and bespoke support available from the AMSP and other organisations. There are links below for more details on these. Show notes Taking part in the discussion are: Rachel Beddoes, Girls’ Participation Coordinatior, AMSP Gwen Tressider, Communications Manager, NCETM  Episode chapters 00:57 – The creation of the AMSP 02:34 – Rachel’s (maths) life story 04:34 – Why is a Girls Participation Officer needed? 07:34 – Why are fewer girls doing advanced maths than boys? 11:33 – What is AMSP doing about it? 13:50 – How could teachers address these barriers? 15:30 – Core Maths and girls 19:33 – What can teachers do?  22:01 – What are Stemettes? 24:11 – What can 11-16 schools do? 26:13 – The role of female maths teachers 28:51 – Women in Science and Engineering (WISE) 31:33 – Whole school strategies  Links for research and initiatives mentioned in the interview: FMSP/UCL research: Gender and Participation in Mathematics and Further Mathematics, March 2017, referred to by Rachel and NCETM summary article   Institute of Fiscal Studies report: How can we increase girls’ uptake of maths and physics A level, August 2018   DfE research published Feb 2019: Attitudes towards STEM subjects by gender at KS4 looking at girls’ enjoyment of and confidence in studying STEM subjects as well as beliefs about job prospects, earning potential and future plans (published shortly after the interview was recorded)   Advanced Maths Support Programme (AMSP) website, in particular, these pages: Supporting students’ transition to advanced maths, specifically the section at the bottom of the page, with ideas and resources to encourage girls to consider taking maths Girls’ participation self-audit for schools: a list of ideas – how many is your school doing? Events Local support    Stemettes: a social enterprise working to inspire and support young women into STEM careers   WISE (Women in Science, Engineering and Maths) campaigns: People like me and My skills, my life. 

After GCSE, 20% fewer girls than boys continue studying maths. This limits their access to some of the more challenging, interesting and lucrative careers. But why? In this podcast episode we speak with Rachel Beddoes, Girls’ Participation Coordinator of the Advanced Maths Support Programme (AMSP). She explains what the barriers are for girls, and what teachers and schools can do to overcome these. She also gives details of events and bespoke support available from the AMSP and other organisations. There are links below for more details on these. Show notes Taking part in the discussion are: <ul><li>Rachel Beddoes, Girls’ Participation Coordinatior, AMSP</li> <li>Gwen Tressider, Communications Manager, NCETM</li> </ul> Episode chapters <ul><li>00:57 – The creation of the AMSP</li> <li>02:34 – Rachel’s (maths) life story</li> <li>04:34 – Why is a Girls Participation Officer needed?</li> <li>07:34 – Why are fewer girls doing advanced maths than boys?</li> <li>11:33 – What is AMSP doing about it?</li> <li>13:50 – How could teachers address these barriers?</li> <li>15:30 – Core Maths and girls</li> <li>19:33 – What can teachers do? </li> <li>22:01 – What are Stemettes?</li> <li>24:11 – What can 11-16 schools do?</li> <li>26:13 – The role of female maths teachers</li> <li>28:51 – Women in Science and Engineering (WISE)</li> <li>31:33 – Whole school strategies</li> </ul> Links for research and initiatives mentioned in the interview: <ul><li>FMSP/UCL research: <a href="http://furthermaths.org.uk/docs/Gender-Participation-Casestudy-final2017.pdf" rel="nofollow" target="_blank">Gender and Participation in Mathematics and Further Mathematics</a>, March 2017, referred to by Rachel and <a href="https://www.ncetm.org.uk/resources/50041" rel="nofollow" target="_blank">NCETM summary article </a></li> <li>Institute of Fiscal Studies report: <a href="https://www.ifs.org.uk/publications/13277" rel="nofollow" target="_blank">How can we increase girls’ uptake of maths and physics A level</a>, August 2018 </li> <li>DfE research published Feb 2019: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/777458/Attitudes_towards_STEM_subjects_by_gender_at_KS4.pdf" rel="nofollow" target="_blank">Attitudes towards STEM subjects by gender at KS4</a> looking at girls’ enjoyment of and confidence in studying STEM subjects as well as beliefs about job prospects, earning potential and future plans (published shortly after the interview was recorded) </li> <li><a href="https://amsp.org.uk/" rel="nofollow" target="_blank">Advanced Maths Support Programme (AMSP) website,</a> in particular, these pages: <ul><li><a href="https://amsp.org.uk/teachers/11-16-maths/transition-to-level-3-maths" rel="nofollow" target="_blank">Supporting students’ transition to advanced maths,</a> specifically the section at the bottom of the page, with ideas and resources to encourage girls to consider taking maths</li> <li><a href="https://amsp.org.uk/uploads/files/ea8d5bfbb4ee66f09bff6d0abb67eab2.pdf" rel="nofollow" target="_blank">Girls’ participation self-audit</a> for schools: a list of ideas – how many is your school doing?</li> <li><a href="https://amsp.org.uk/events" rel="nofollow" target="_blank">Events</a></li> <li><a href="https://amsp.org.uk/teachers/local-support" rel="nofollow" target="_blank">Local support</a></li> </ul> </li> </ul> <ul><li><a href="https://stemettes.org/about-us/" rel="nofollow" target="_blank">Stemettes</a>: a social enterprise working to inspire and support young women into STEM careers </li> <li><a href="https://www.wisecampaign.org.uk/about-us/" rel="nofollow" target="_blank">WISE</a> (Women in Science, Engineering and Maths) campaigns: <a href="https://www.wisecampaign.org.uk/what-we-do/expertise/inspiring-girls-with-people-like-me/" rel="nofollow" target="_blank">People like me</a> and <a href="https://www.wisecampaign.org.uk/what-we-do/expertise/welcome-to-my-skills-my-life/" rel="nofollow" target="_blank">My skills, my life.</a></li> </ul>

Raising girls' participation in maths

A discussion with two maths teachers, both heavily involved in the Maths Hubs project that is introducing teaching for mastery to secondary schools. Show notes:  Taking part in the discussion are: Frances Carr, Surrey Plus Maths Hub Lead, and a member of the national Maths Hub team coordinating the secondary school teaching for mastery project Simon Petri, Secondary Mastery Specialist, Surrey Plus Maths Hub Steve McCormack, NCETM Communications Director  Find out how the programme has changed the classroom practice of some of Simon’s colleagues here. If you’d like to apply to become a secondary Mastery Specialist, find out how here. Read about other Maths Hubs work in the secondary phase in the NCETM’s Secondary magazine. Related Twitter handles @surreyplusmaths (Surrey Plus Maths Hub) @NCETM (NCETM) @mathshubs (Maths Hubs) @NCETMSecondary (Secondary news from the NCETM) @stevejmcc (Steve McCormack)

A discussion with two maths teachers, both heavily involved in the Maths Hubs project that is introducing teaching for mastery to secondary schools. Show notes:  Taking part in the discussion are: <ul><li>Frances Carr, Surrey Plus Maths Hub Lead, and a member of the national Maths Hub team coordinating the secondary school teaching for mastery project</li> <li>Simon Petri, Secondary Mastery Specialist, Surrey Plus Maths Hub</li> <li>Steve McCormack, NCETM Communications Director</li> </ul> Find out how the programme has changed the classroom practice of some of Simon’s colleagues <a href="http://www.mathshubs.org.uk/what-maths-hubs-are-doing/teaching-for-mastery/mastery-specialists-programme/secondary-mastery-specialists-programme/" rel="nofollow" target="_blank">here</a>. If you’d like to apply to become a secondary Mastery Specialist, find out how <a href="https://www.ncetm.org.uk/news/52061" rel="nofollow" target="_blank">here.</a> Read about other Maths Hubs work in the secondary phase in the <a href="https://www.ncetm.org.uk/resources/51579" rel="nofollow" target="_blank">NCETM’s Secondary magazine</a>. Related Twitter handles <ul><li>@<a href="https://www.twitter.com/surreyplusmaths" rel="nofollow" target="_blank">surreyplusmaths</a> (Surrey Plus Maths Hub)</li> <li>@<a href="https://www.twitter.com/ncetm" rel="nofollow" target="_blank">NCETM</a> (NCETM)</li> <li>@<a href="https://www.twitter.com/mathshubs" rel="nofollow" target="_blank">mathshubs</a> (Maths Hubs)</li> <li>@<a href="https://www.twitter.com/ncetmsecondary" rel="nofollow" target="_blank">NCETMSecondary</a> (Secondary news from the NCETM)</li> <li>@<a href="https://www.twitter.com/stevejmcc" rel="nofollow" target="_blank">stevejmcc</a> (Steve McCormack)</li></ul>

Mastery in Secondary School Maths

Core Maths

An interview with a teacher who’s taught Core Maths since its launch in 2014, and who now has a national role shaping professional development for the growing numbers of teachers following in his footsteps. Show notes:  Taking part in the discussion are: Tom Rainbow, Maths teacher, Ivybridge Community College, Devon, and Core Maths Professional Development Lead for the Advanced Mathematics Support Programme (AMSP). Steve McCormack NCETM Communications Director  At time of writing, the Further Mathematics Support Programme website remains operational, but preparations are underway for the launch of the new Advanced Mathematics Support Programme website, which will carry information about Core Maths support from the AMSP. Information about the Advanced Maths Premium To find out about Core Maths CPD activities (Work Groups) run by Maths Hubs, in collaboration with AMSO, please contact your local Maths Hub to find out what is available.

An interview with a teacher who’s taught Core Maths since its launch in 2014, and who now has a national role shaping professional development for the growing numbers of teachers following in his footsteps. Show notes:  Taking part in the discussion are: <ul><li>Tom Rainbow, Maths teacher, Ivybridge Community College, Devon, and Core Maths Professional Development Lead for the Advanced Mathematics Support Programme (AMSP).</li> <li>Steve McCormack NCETM Communications Director</li> </ul> <ul><li>At time of writing, the <a href="http://furthermaths.org.uk/" rel="nofollow" target="_blank">Further Mathematics Support Programme website</a> remains operational, but preparations are underway for the launch of the new <a href="https://amsp.org.uk/" rel="nofollow" target="_blank">Advanced Mathematics Support Programme website</a>, which will carry information about Core Maths support from the AMSP.</li> <li>Information about the <a href="http://furthermaths.org.uk/advanced-maths-premium" rel="nofollow" target="_blank">Advanced Maths Premium</a></li> <li>To find out about Core Maths CPD activities (Work Groups) run by Maths Hubs, in collaboration with AMSO, please contact <a href="http://mathshubs.org.uk/find-your-hub/" rel="nofollow" target="_blank">your local Maths Hub</a> to find out what is available.</li></ul>

Core Maths: not just more maths 

A discussion where five teachers describe books—new and old—that have helped in their maths teaching.Show notes:Taking part in the discussion are: Martyn Yeo (@martynyeouk), primary maths teacher at an infants school in Nuneaton, Ben Gordon (@mathsmrgordon), secondary maths teacher at a school in Blackpool, Craig Barton (@mrbartonmaths) secondary maths teacher at a school in Bolton, Laura Tullock (@mrs_tullock) Deputy head at a primary school in north Tyneside, and also Teaching for Mastery Lead for the Great North Maths Hub, Mary Pardoe (@PardoeMary) Former maths teacher, with 40 years’ experience in maths education, Steve McCormack (@stevejmcc) NCETM Communications Director.  The books mentioned (some only fleetingly) in this podcast are: Making Numbers, Rose Griffiths, Jenni Back and Sue Gifford Making Every Lesson Count, Andy Tharby and Shaun Allison How I Wish I’d Taught Maths, Craig Barton Yes, but Why, Ed Southall When the Adults Change, Everything Changes, Paul Dix Seven Myths of Education, Daisy Christodoulou Why Don’t Students Like School, Daniel T. Willingham Practising Mathematics, ATM Mathematical Mindsets, Jo Boaler Memorable Teaching, Peps Mccrea The Numberverse, Andrew Day Starting Points, Banwell, Saunders and Tahta Learning and Doing Mathematics, John Mason Alex’s Adventures in Numberland, Alex Bellos The Daily Stoic, Ryan Holiday Most of these, and many more, were also mentioned on the NCETM Twitter chat (#mathscpdchat) in January 2018. You can read the full record of that discussion here. Craig Barton also hosts a podcast centred on Maths teaching (in fact, if we’re honest, it provided inspiration for the NCETM podcast!)

A discussion where five teachers describe books—new and old—that have helped in their maths teaching.Show notes: Taking part in the discussion are: <ul><li>Martyn Yeo (<a href="https://twitter.com/martynyeouk" rel="nofollow" target="_blank">@martynyeouk</a>), primary maths teacher at an infants school in Nuneaton,</li> <li>Ben Gordon (<a href="https://twitter.com/mathsmrgordon" rel="nofollow" target="_blank">@mathsmrgordon</a>), secondary maths teacher at a school in Blackpool,</li> <li>Craig Barton (@<a href="https://twitter.com/mrbartonmaths" rel="nofollow" target="_blank">mrbartonmaths</a>) secondary maths teacher at a school in Bolton,</li> <li>Laura Tullock (@<a href="https://twitter.com/mrs_tullock" rel="nofollow" target="_blank">mrs_tullock</a>) Deputy head at a primary school in north Tyneside, and also Teaching for Mastery Lead for the Great North Maths Hub,</li> <li>Mary Pardoe (@<a href="https://twitter.com/PardoeMary" rel="nofollow" target="_blank">PardoeMary</a>) Former maths teacher, with 40 years’ experience in maths education,</li> <li>Steve McCormack (@<a href="https://twitter.com/stevejmcc" rel="nofollow" target="_blank">stevejmcc</a>) NCETM Communications Director.</li> </ul> The books mentioned (some only fleetingly) in this podcast are: Making Numbers, Rose Griffiths, Jenni Back and Sue Gifford Making Every Lesson Count, Andy Tharby and Shaun Allison How I Wish I’d Taught Maths, Craig Barton Yes, but Why, Ed Southall When the Adults Change, Everything Changes, Paul Dix Seven Myths of Education, Daisy Christodoulou Why Don’t Students Like School, Daniel T. Willingham Practising Mathematics, ATM Mathematical Mindsets, Jo Boaler Memorable Teaching, Peps Mccrea The Numberverse, Andrew Day Starting Points, Banwell, Saunders and Tahta Learning and Doing Mathematics, John Mason Alex’s Adventures in Numberland, Alex Bellos The Daily Stoic, Ryan Holiday Most of these, and many more, were also mentioned on the NCETM Twitter chat (#mathscpdchat) in January 2018. You can read the full record of that discussion <a href="https://www.ncetm.org.uk/resources/51459" rel="nofollow" target="_blank">here</a>. Craig Barton also hosts a <a href="http://mrbartonmaths.com/podcast/" rel="nofollow" target="_blank">podcast</a> centred on Maths teaching (in fact, if we’re honest, it provided inspiration for the NCETM podcast!)

Books that help maths teaching

Representatives from England’s three main exam boards share their thoughts with us on the questions they set, how students (and questions!) performed, what they learned from social media and much more. Show notes: Taking part in the discussion are: Andrew Taylor (AQA) Graham Cumming (Edexcel) Neil Ogden (OCR) Gwen Tresidder (NCETM Communications Manager)

Representatives from England’s three main exam boards share their thoughts with us on the questions they set, how students (and questions!) performed, what they learned from social media and much more. Show notes: Taking part in the discussion are: <ul><li>Andrew Taylor (AQA)</li> <li>Graham Cumming (Edexcel)</li> <li>Neil Ogden (OCR)</li> <li>Gwen Tresidder (NCETM Communications Manager)</li></ul>

GCSE Maths 9-1: How did it perform in its second summer?  

A discussion around how learning about fractions builds across the four transition years from KS2 to KS3, set in a context of a Maths Hubs national project looking at continuity of maths learning generally from Year 5 to Year 8. Show notes:Taking part in the discussion are: Nicki Ashton, primary maths consultant in the London Borough of Wandsworth, and also leading a Work Group for the London South West Maths Hub. Alison Hopper, one of the NCETM’s Assistant Directors for primary maths. Robert Wilne, maths lead for a family of primary and secondary schools in London and Kent, and leading Work Groups for two London Maths Hubs. Steve McCormack, NCETM Communications Director.  You can find articles on the same theme as this podcast in two NCETM publications: Robert Wilne wrote about continuity in learning about subtraction in the January 2018 Primary Magazine. The January issue of the Maths Hubs newsletter, Bespoke, featured a breakdown of what incremental fractions learning might look like from Year 5 to Year 8.

A discussion around how learning about fractions builds across the four transition years from KS2 to KS3, set in a context of a Maths Hubs national project looking at continuity of maths learning generally from Year 5 to Year 8. Show notes: Taking part in the discussion are: <ul><li>Nicki Ashton, primary maths consultant in the London Borough of Wandsworth, and also leading a Work Group for the London South West Maths Hub.</li> <li>Alison Hopper, one of the NCETM’s Assistant Directors for primary maths.</li> <li>Robert Wilne, maths lead for a family of primary and secondary schools in London and Kent, and leading Work Groups for two London Maths Hubs.</li> <li>Steve McCormack, NCETM Communications Director.</li> </ul> You can find articles on the same theme as this podcast in two NCETM publications: Robert Wilne wrote about continuity in learning about subtraction in the <a href="https://www.ncetm.org.uk/resources/51480" rel="nofollow" target="_blank">January 2018 Primary Magazine</a>. The <a href="http://www.mathshubs.org.uk/bespoke/january-2018/overview/" rel="nofollow" target="_blank">January issue of the Maths Hubs newsletter, Bespoke</a>, featured a breakdown of what incremental fractions learning might look like from Year 5 to Year 8.

Continuity in fractions learning between Year 5 and Year 8

How does maths teaching in a secondary school in Shanghai look and feel to experienced observing teachers from secondary schools in England? Two Mastery Specialist teachers from North West England, who were among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, give their impressions.Show notesTaking part in the discussion are: Jayne Watts, teacher at Alsager School and Secondary Teaching for Mastery Lead for North Mids and Peaks Maths Hub Dave Connell, 2nd in Maths at Loreto Grammar School, Altrincham, and Secondary Teaching for Mastery Lead for North West Two Maths Hub Gwen Tresidder, NCETM Communications Manager  Episode chapters 03:46 – Most striking things in the classroom 06:59 – Most striking things about the children 09:24 – Applying mastery in the English cultural context 11:05 – How Chinese students get ahead of their English peers 12:41 – Culture of collaborative working  16:01 – Lessons from teaching Chinese students 18:01 – Changing practice as a result of visit 22:20 – What about pupils that say ‘I can already do that’?  Information on where showcase lessons are being held in late January 2019.

How does maths teaching in a secondary school in Shanghai look and feel to experienced observing teachers from secondary schools in England? Two Mastery Specialist teachers from North West England, who were among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, give their impressions.Show notes Taking part in the discussion are: <ul><li>Jayne Watts, teacher at Alsager School and Secondary Teaching for Mastery Lead for North Mids and Peaks Maths Hub</li> <li>Dave Connell, 2nd in Maths at Loreto Grammar School, Altrincham, and Secondary Teaching for Mastery Lead for North West Two Maths Hub</li> <li>Gwen Tresidder, NCETM Communications Manager</li> </ul> Episode chapters <ul><li>03:46 – Most striking things in the classroom</li> <li>06:59 – Most striking things about the children</li> <li>09:24 – Applying mastery in the English cultural context</li> <li>11:05 – How Chinese students get ahead of their English peers</li> <li>12:41 – Culture of collaborative working </li> <li>16:01 – Lessons from teaching Chinese students</li> <li>18:01 – Changing practice as a result of visit</li> <li>22:20 – What about pupils that say ‘I can already do that’?</li> </ul> <a href="https://www.ncetm.org.uk/news/52789" rel="nofollow" target="_blank">Information on where showcase lessons are being held in late January 2019</a>.

Secondary maths teaching in Shanghai: two teachers reflect

Creating time out of class for secondary teachers to engage in professional development activities, inside and outside their own school, can sometimes be difficult. This episode talks to two headteachers, from neighbouring schools in east London, who make it happen as a matter of policy. For several years, teachers from both schools have been released to take part in Maths Hubs activities, mainly in the area of teaching for mastery.   Show notes The voices you’ll hear are: Steve McCormack, NCETM Communications team Andy Roberts, Headteacher, Riverside School, Barking Janis Davies, Headteacher, The Sydney Russell School, Dagenham Neel Khokhar, Mastery Specialist, Riverside School, Barking Emmanuel Nanor, Mastery Specialist, The Sydney Russell School, Dagenham  Episode chapters 00:00 – Introduction and school descriptions 02:40 – Broad rationale for engaging with Maths Hub 04:30 – Benefits of teachers being out of class 10:55 – Impacts visible to headteachers 15:10 – The maths teachers’ perspective  Call to action If this podcast has sparked your interest, visit our Secondary Mastery Opportunities page to find out how your school can get involved with your local Maths Hub.

Creating time out of class for secondary teachers to engage in professional development activities, inside and outside their own school, can sometimes be difficult. This episode talks to two headteachers, from neighbouring schools in east London, who make it happen as a matter of policy. For several years, teachers from both schools have been released to take part in Maths Hubs activities, mainly in the area of teaching for mastery.   Show notes The voices you’ll hear are: <ul><li>Steve McCormack, NCETM Communications team</li> <li>Andy Roberts, Headteacher, Riverside School, Barking</li> <li>Janis Davies, Headteacher, The Sydney Russell School, Dagenham</li> <li>Neel Khokhar, Mastery Specialist, Riverside School, Barking</li> <li>Emmanuel Nanor, Mastery Specialist, The Sydney Russell School, Dagenham</li> </ul> Episode chapters <ul><li>00:00 – Introduction and school descriptions</li> <li>02:40 – Broad rationale for engaging with Maths Hub</li> <li>04:30 – Benefits of teachers being out of class</li> <li>10:55 – Impacts visible to headteachers</li> <li>15:10 – The maths teachers’ perspective</li> </ul> Call to action If this podcast has sparked your interest, visit our <a href="https://www.ncetm.org.uk/resources/52199" rel="nofollow" target="_blank">Secondary Mastery Opportunities page</a> to find out how your school can get involved with your <a href="https://mathshubs.org.uk/find-your-hub/" rel="nofollow" target="_blank">local Maths Hub</a>.

Two London secondary schools engaging with teaching for mastery

Jenny Laurie is a deputy head and maths teacher at The St Marylebone CE School in central London. The school was one of the very earliest to adopt a teaching for mastery approach in maths. When two maths teachers visited Shanghai, they were particularly struck by the collaborative nature of curriculum planning there, and resolved to introduce a more collegiate way of planning at St Marylebone. Initially something of a sceptic, Jenny explains why she has been completely won over by the changes they have made, and what she hopes this might mean for their GCSE results in 2020. Episode chapters00:52: The school and Jenny’s role 02:55: Why the school changed the way they taught maths 04:24: How the maths department used to work 05:05: How they decided to change 08:41: The first collaborative planning meeting (on fractions) 11:31: Deciding on a system of planning meetings 12:40: How is time for these meetings created now? 14:44: How collaborative planning saves time 15:17: How the planning sessions work 16:51: Retention and development of staff 17:42: Jenny’s development as a class teacher 19:55: Sending one teacher out of school for CPD 20:53: Not scripted lessons 21:36: When a planned lesson doesn’t work 22:58: The effects on students (engagement, results…) 25:34: What the data is showing about attainment of all students 26:55: Enabling staff to be excellent teachers 28:00: Other departments’ interest in collaborative planning 30:01: Jenny’s advice to other schools’ senior leaders

Jenny Laurie is a deputy head and maths teacher at The St Marylebone CE School in central London. The school was one of the very earliest to adopt a teaching for mastery approach in maths. When two maths teachers visited Shanghai, they were particularly struck by the collaborative nature of curriculum planning there, and resolved to introduce a more collegiate way of planning at St Marylebone. Initially something of a sceptic, Jenny explains why she has been completely won over by the changes they have made, and what she hopes this might mean for their GCSE results in 2020. Episode chapters <ul><li>00:52: The school and Jenny’s role</li> <li>02:55: Why the school changed the way they taught maths</li> <li>04:24: How the maths department used to work</li> <li>05:05: How they decided to change</li> <li>08:41: The first collaborative planning meeting (on fractions)</li> <li>11:31: Deciding on a system of planning meetings</li> <li>12:40: How is time for these meetings created now?</li> <li>14:44: How collaborative planning saves time</li> <li>15:17: How the planning sessions work</li> <li>16:51: Retention and development of staff</li> <li>17:42: Jenny’s development as a class teacher</li> <li>19:55: Sending one teacher out of school for CPD</li> <li>20:53: Not scripted lessons</li> <li>21:36: When a planned lesson doesn’t work</li> <li>22:58: The effects on students (engagement, results…)</li> <li>25:34: What the data is showing about attainment of all students</li> <li>26:55: Enabling staff to be excellent teachers</li> <li>28:00: Other departments’ interest in collaborative planning</li> <li>30:01: Jenny’s advice to other schools’ senior leaders</li></ul>

What mastery has done for our school

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