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 Primary Teachers SKTM programme consists of the equivalent of 4 days, spread out over a minimum of two terms to allow participants time to develop practice and evaluate the impact of adaptations made. Professional learning and practice development continue throughout the period of the programme, with participants implementing new ideas into their daily practice.  

What does the programme cover?

As a participant on the SKTM Primary Teachers Spatial Reasoning programme, you will:

• 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 (e.g. number sense, additive reasoning, multiplicative reasoning, fractions, spatial reasoning) 
• identify common misconceptions and ways of addressing these to help pupils master important concepts 
• identify pedagogical approaches that will enhance teaching and learning, and know how to plan for these 
• develop an understanding of key principles and approaches associated with teaching for mastery. 

The Primary Teachers – Spatial Reasoning Pathway comprises 4 core modules:

• What is spatial reasoning?
• Reasoning about shapes?
• Spatial and geometric reasoning (including position, direction and movement)
• Spatial reasoning and number

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. 

What is the cost?

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

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.