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The Determining Pathways projects


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 17 May 2011 by ncetm_administrator
Updated on 22 July 2011 by ncetm_administrator

 

The Determining Pathways projects and other evidence

The Determining Pathways projects that followed on from the initial First Five Years projects submitted reports to the NCETM in which they shared their progress and findings.

 

case studyDeveloping the mathematics curriculum to include Bloom’s Taxonomy higher order thinking skills

Archbishop Runcie CE First School is a small, one-form entry First School on the outskirts of Newcastle-upon-Tyne. Staff plan foundation subjects together in Key Stages, but plan and teach mathematics and English on their own, which can be isolating.

case studyDeveloping collaborative classroom practice, Newcastle

NCETM funding provided an external consultant to work in Moorside Primary School roughly once per fortnight to help enhance collaborative classroom practice in mathematics.

case studyInvestigating the Impact of Dialogic Teaching, Leeds

A mathematics department is hoping to encourage its teachers, and eventually feeder primary schools, to use a method of teaching that encourages students to be more active learners in mathematics. Teachers, led by the project leader who is an AST in her fifth year of teaching, have been investigating the impact of dialogic teaching.

case studyWorking Mathematically, Gravesham

The project involved all nine primary and four secondary Schools in the Gravesham Excellence Cluster. The majority of the schools have found meeting government floor targets particularly challenging. All schools had indicated through their previous cluster CPD activities a need to develop understanding of ‘rich tasks’ to support and enhance their mathematics teaching.

case study Newcastle Rich Task Network

This project has brought together a group of four secondary schools and a senior lecturer from Newcastle University Department of Education. It aims to develop a consistent, cohesive approach across the participating schools that builds on good practice in teaching mathematics, specifically using rich open ended tasks.

case studySupporting communities of learning

Research in compulsory settings suggests that a high percentage of research project run by Success North Centre for Excellence in Teacher Training (CETT) at Newcastle College aimed to assess mathematics teachers leave the profession early in their careers. 

case studyThe Somerset Improving Teaching in Mathematics project (SITiM)

The Somerset Improving Teaching in Mathematics project set up a year long programme where members of the Senior Leadership Team (SLT) were asked to support a teacher of mathematics in their school with school based tasks.  

case studyThe wider offer of professional development for teachers of secondary mathematics in Wirral Local Authority

This case study provides an illustration of how a local authority supports secondary mathematics teachers’ professional development from teaching through to managing a department.

case studyInstitute for Learning - Continuing Professional Development in the Further Education and Skills sector

The Institute for Learning (IfL) started as a regulatory and professional body in 2007.  Membership of the IfL is for all teachers in the post-16 sector who teach on publicly funded courses.  This includes Further Education, Adult Education, the Armed Forces, Work-Based Learning and Offender Learning, and includes an estimated 200,000 teachers.

 
 
 


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