Developing 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.
Developing 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.
Investigating 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.
Working 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.
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.
Supporting 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.
The 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.
The 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.
Institute 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.