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Mastery Magnified - school case studies


Created on 13 May 2016 by ncetm_administrator
Updated on 09 September 2019 by ncetm_administrator
 
 

Case studies supporting teaching for mastery

Mastery case studies: aspects of teaching for mastery under the spotlight

Each of these case studies highlights the practice of one teacher or one school in England, or focuses on one aspect of teaching for mastery, with associated examples from several teachers or schools. In most cases, the case study reflects a time in the school’s or teacher’s life where teaching for mastery is still in a developmental phase. We are indebted to the teachers and schools for allowing their work to be put under the spotlight for the benefit of colleagues all over the country.

School sees better results through teaching for mastery

At Elmhurst Primary School in Forest Gate, east London, success in maths is well established. But recent results have shown that something special is happening. Embracing teaching for mastery has led to some exceptional end of year outcomes for all year groups.

Why Mastery Readiness isn't just 'mastery-lite'!

The Mastery Readiness Programme enables schools to put in place structures, systems and positive mathematical culture so they can successfully engage in teaching for mastery. We visit a tiny school on the North East coast to find out what’s changing for them.

Gap tasks: maximising the impact of Work Groups

With hundreds of Work Groups already up and running, thousands of teachers are now experiencing this unique and interactive form of professional development. We visit Gorse Hill Primary School Work Group in Swindon, and find out how gap tasks are driving powerful changes in pedagogy.

Mindset: why is it so important in teaching for mastery?

Liam Colclough, headteacher at St Thomas of Canterbury School in Sheffield, is convinced that to introduce teaching for mastery effectively, a shift in mindset is required. Pupils, teachers and parents must reject the idea that some people ‘just can’t do maths’.

Teaching for mastery: isn’t it just 'good teaching'?

“It’s just common sense, a lot of it.” Emma Patman, a Year 4 teacher at Farnsfield St Michael’s Primary School in Nottinghamshire, explains how her teaching has been transformed by her exposure to teaching for mastery pedagogy.

Using a high quality textbook to support teaching for mastery

Textbooks are now being used in a more active way in the maths classroom. We visit the classroom of Hannah Gray, from Thorn Grove Primary School in Bishop’s Stortford. She is involved in trialling new Singapore-style textbooks, designed to support a mastery approach.

Meeting the needs of all without ability setting

Is it possible to cater for the full range of pupils in mixed-attainment classes? We visit Tom Collins, in a Year 3 class at St Joseph’s Catholic Primary School in Guildford where setting has been removed. Tom manages to challenge high-attainers and scaffold for those who require support.

TRGs: Collaborative professional development in action

We follow Angela Linford from Barnby Road Academy in Newark, as she leads the second meeting of a local Teacher Research Group. It involves exciting collaborative professional development amongst teachers at different stages of the mastery journey.

How can teaching for mastery work in a mixed age class?

Despite her class spanning Years 2 to 6, Lucy Westley, teaching in Tiffield, Northamptonshire, is undeterred by the mastery principle of ‘keeping the class together’. “I think you do have to jump on board and try it and see the difference, really see it pay off."

Teaching for mastery at secondary: is it compatible with sets?

Teaching for mastery assumes that all students in a lesson engage with the same maths. Does it therefore allow, in a secondary school with hundreds in each year group, for different maths being targeted at different sets? We find out about this approach at one school in Surrey.

Don’t abandon counters just because it’s secondary school!

In secondary schools, concrete and pictorial demonstrations of a concept have often been left behind. Teaching for mastery is encouraging secondary schools to rediscover the power of using manipulatives. We see this in action at Trinity Academy in Halifax.

TRGs: Collaborative professional development in action

We follow Angela Linford from Barnby Road Academy in Newark, as she leads the second meeting of a local Teacher Research Group. It involves exciting collaborative professional development amongst teachers at different stages of the mastery journey.

If you’d like to offer your views, or experiences, on any aspect of teaching for mastery, please contribute to the discussion threads in the NCETM’s Maths Café Community. NB: To access and make posts in the Maths Café Community, you need to be registered with the NCETM and logged in.


 

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