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Stories of change - moving from '4' to '3'


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 November 2009 by ncetm_administrator
Updated on 07 April 2010 by ncetm_administrator

When I took over the role of Mathematics Subject Leader at my school, my Headteacher told me it was a role that did not require too much work. This was a clear reflection of where the direction in mathematics was at the time. Staff were planning haphazardly with some using unit plans and others schemes of work. There was no coherent curriculum plan or overview and mathematics was taken in isolation rather than showing progression. It was vital that we saw what we had to do in mathematics as a whole team goal.

With the appointment of a new Headteacher we set mathematics as a priority on our school action plan. My starting point was to issue everyone with the local county medium term overview at the time so I could ensure coverage of all the key areas of the mathematics curriculum. Staff meetings were held to discuss how planning would take place – so that we were all using the same pro-forma which we had agreed upon.

Calculation was highlighted as an area of focus as I became aware that everyone was teaching this in different ways. Whole staff meetings were dedicated to calculation with us splitting into key stages to map out the progression in the subject according to the 1999 framework. This was not an easy thing as there was much debate and time spent on developing staff understanding on this. I lead coaching with individual teachers in particular to help develop their understanding of this. This progress from mathematics being about understanding and not just facts took us forward a major step into how mathematics was taught at our school.
 

      
 
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