Primary

Primary Teachers Number Pathway – Specialist Knowledge for Teaching Mathematics

What is involved?

This programme supports primary teachers to develop specialist knowledge for teaching maths, building on the primary maths National Curriculum to develop distinct pedagogical decision-making which impacts on classroom practice.  

The programme will be run over the equivalent of 4 days where there will be 4 core modules. In addition to attendance at these sessions, participants will be asked to carry out follow up tasks back in their schools to enable practice transfer to the classroom. 

What does the programme cover?

The Primary Teachers – Number Pathway comprises 4 core modules:

  • Number Sense
  • Additive Reasoning
  • Multiplicative Reasoning
  • Fractions
  • You will have the opportunity to enhance your maths subject knowledge with an emphasis on the key concepts, the representations and the language used to help pupils develop the mathematical area covered, as well as developing an understanding of key principles and approaches associated with teacher for mastery.

Who can take part?

This programme is designed for primary teachers who would like to further develop their specialist knowledge for teaching maths. It will be particularly relevant for teachers that have moved phases or teachers that have not received maths-specific training. 

The programme is aligned with an overall Teaching for Mastery Programme designed to develop maths teaching in schools, and would be highly appropriate for teachers working in a school that is actively committed to the Teaching for Mastery Programme.

What is the cost?

The SKTM Primary Teachers Programme project is fully funded by the Maths Hubs Programme so is free to participating schools.

Tudor Grange Academy, Dingle Lane, Solihull B91 3PD
Session 1
Tuesday 30th January 2024
9.30am – 3.30pm
Session 2
Friday 1st March 2024
9.30am – 3.30pm
Session 3
Friday 19th April 2024
9.30am – 3.30pm
Session 4
Wednesday 22nd May 2024
9.30am- 3.30pm

If you are interested in taking part in 2024-25, please register your interest below.

We would love to work with you on this exciting project!

93% agree that the programme made a difference to pupils’ mathematical language, attitude, and representations of their work. This was noticed by pupils’ use of: 
practical and visual representations of the structure of maths that supported understanding 
stem sentences that aided their mathematical explanation 
understanding and knowledge to make decisions about different methods and problem-solving strategies to use.

96% agree that their maths knowledge has been enhanced as a result of the programme and would recommend it to colleagues. 

Register your interest