The Great North Maths Hub are delighted to be able to share with you, the much anticipated information and application documents for the Primary Teaching for Mastery 2018/19 Workgroups.
In 2018-19, GNMH will be running 11 primary mathematics Teaching for Mastery workgroups across the region. Each workgroup will involve 6 or 7 schools (2 participating teachers from each school), and will be led by one of their Mastery Specialists.
Workgroups will meet half termly throughout the year in Teacher Research Group’s (TRG’s) working together to introduce and develop approaches to teaching for mastery. Each school will receive support from their Mastery Specialist and from the Hub Leadership team, to develop whole school policies and structures to support teaching for mastery.
Please download the information and application pack HERE
The application form should be completed and returned by Friday 4th May to firstname.lastname@example.org
Please note participants and headteachers from successful schools MUST be able to attend the programme launch event on Tuesday 19th June ’18, time TBC, at the Newcastle Gosforth Marriott Hotel. GNMH will be informing successful schools by email no later than 26th May.
Schools that submitted applications for the Mastery Specialist Role, do not need to submit an additional application for the TRG’s as any unsuccessful applications will automatically be considered to be TRG participants.
Schools that are part of the Pilot programme in the Summer 18 term, must still complete and submit an application if they wish to be part of the programme in 2018/19.
If you would like to know from a schools perspective how the TRG’s have helped, please read comments below from a former TRG school:
“The mastery workgroup programme has been vital in our school’s development of a mastery approach. It has been extremely useful to visit other schools and see how mastery approaches have worked/are working in schools with different catchment areas. Gap tasks are ensuring that the mastery journey is a continual (and developing) process. Teaching practice of maths in our school has transformed: teachers are now actively thinking of ideas for using manipulatives to provide a conceptual journey for the children. Stem sentences are beginning to embed and as a result, the use and accuracy of mathematical language is improving. This is having a positive impact upon all abilities of children at Front Street Primary. “
If you have any questions or wish to discuss in more detail, please contact Laura Greener