Previously known as ‘Readiness’ and ‘Development’, Primary Teaching for Mastery (Introductory) is perfect for schools looking to begin to develop a teaching for mastery approach.

One benefit of joining Primary Teaching for Mastery (Introductory) is to begin to collaborate with and support other schools – enjoying the advantages of being part of a Work Group community.

Introductory Work Groups will focus on: 

• the development of effective leadership
• implementing structures to support change and teacher professional development in relation to teaching for mastery 
• classroom culture and attitudes to maths that will support a teaching for mastery approach, on the part of both teachers and their pupils. 

Workshops for participants offer opportunity for reflection on current practice as well as developing knowledge of effective maths pedagogy and leadership. This is coupled with regular, bespoke school visits which aim to shape actions which work towards each school’s own vision for maths using a teaching for mastery approach. It is a supportive relationship between the Teaching for Mastery (Introductory) Lead and each school. 

What are the intended outcomes?

Pupils will: 

• demonstrate improved learning, evidenced by internal school data and teacher
  reflections
• demonstrate an improved mathematical mindset and enjoy learning the subject.

Participants will work with their school/subject leaders to: 

• implement aspects of the ‘Catalysts for Change’, guided by identified priorities
• put the shared vision for maths into practice, actively promoting mathematical
  mindsets in pupils and staff
• develop the ability to design, teach, and reflect on effective lessons that reflect
  fidelity to teaching for mastery, with the focus on improving pupil outcomes.
• explore and evaluate their current systems, cultures and professional development
  structures
• deepen their understanding of how the ‘Catalysts for Change’ underpin the
  development of teaching for mastery, and how to implement these principles and
  pedagogies across school
• enhance their maths subject knowledge with an emphasis on progression within
  key areas of maths.

 Leaders will:

• develop a shared vision for maths, involving the whole school community, with a focus on fostering positive mindsets among pupils and staff
• review existing policies, systems, and classroom practices, prioritising actions linked to the ‘Catalysts for Change’ (Vision and Culture; Subject Expertise; Mathematical Mindsets; Arithmetical Proficiency; and Systems)
• begin implementation of teaching for mastery through adopting clear principles, policies, and systems, including curriculum and staffing/timetabling, that reflect a mastery curriculum and teaching for mastery approach
• promote a collaborative learning culture, supporting deep, sustained professional learning through the implementation of professional development structures.