A Teaching for Mastery Approach to Cardinality within EYFS

This Work Group is designed to enhance and deepen maths subject knowledge within cardinality and pedagogy for Early Years teachers. Increased confidence in their own subject knowledge and an opportunity to collaborate with other EYFS teachers with a vision of embedding a Teaching for Mastery approach within their settings.

Participants will have the opportunity to develop a small steps teaching sequence taking consideration of variation and depth of understanding within cardinality to utilise in settings. Use of manipulatives and the role of the adult and the environment in supporting early maths develop will be a central theme of the workshops.

What is involved?

Participants will attend three face to face sessions with a fourth day in their own or others’ settings collaborating through lesson study. The workshops will comprise a mixture of pedagogy, subject knowledge and practical application with consideration of manipulatives, IT and resources to support a Mastery approach within mathematics. Delegates will be expected to complete gap tasks in order to put their skills into practice within their own setting and to reflect upon and share their experiences with other participants within the work group. Throughout the workshops participants will have the opportunity to contribute to a ‘small steps’ teaching resource considering progression within cardinality to be used within a national maths resource.

Intended outcomes

To develop participants’ knowledge about cardinality and the teaching of early mathematics through a mastery approach, including:

  • To know the progression within one key area of EY mathematics i.e Cardinality
  • Use the principles and pedagogies of EY best practice to ensure that all children are provided with access to deep mathematical learning across the environment
  • Appreciate what a TFM approach could be and how their practice is developing aspects of this to support effective transition
  • Developed planning and practice to ensure that planning and provision for EY mathematics develops key concepts and progression can be articulated
  • Development or revision of current policy to ensure a clear set of principles (relating to one key concept but replicable across others) that form the basis of EY plans which are articulated in relevant policy documents
  • School leaders to review EYFS provision in light of reviewed policy documents
  • A developed use of structured representations so that pupils are supported with fully exploring (and / or articulating) their mathematical ideas
  • A development of the range of mathematical opportunities provided which is reflected across the wider setting
  • Promotion of a positive attitude towards mathematics, so that all children all children demonstrate a willingness to ‘have a go’

It is intended that participation in this Work Group will encourage teachers to reflect on and share good practice within mathematics and to consider what children ‘working at depth’ within mathematics look like and strategies for developing and supporting this learning. Gap tasks will focus on a combination of school-based professional practice, so that learning is based specifically around the needs of the pupils being worked with in the participant’s own setting, and reflective consideration of maths teaching in settings with the opportunity to plan for development of mathematics within their settings.

Expectations of participants and their schools

Participants will be expected to commit to attend all of the four sessions (3 face to face workshops and 1 day within their own or other participants’ settings) below and to complete the gap tasks set. Training will take place at Parkside Primary School, Western Road, Goole, DN14 6RQ on the following dates:

Tuesday 30th January 2018, 9:15am - 3:00pm
Monday 5th March 2018, 9:15am - 3:00pm
1 day lesson study within own or others’ settings- Date negotiable between workshop day 2 and 3 to accommodate schools’ needs
Tuesday 12th June 2018, 9:15am - 3:00pm

Refreshments will be available. A cooked school lunch will be provided during the full day sessions or participants are welcome to bring their own packed lunches.

Register here

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As part of our role in leading the Yorkshire and the Humber Maths Hub, we collect and hold a certain amount of data about individuals involved in our work. The data includes name, role (with respect to hub work), school, email address, NCETM username and (in some cases) telephone number. The agreement between us and the Department of Education requires us to monitor and evaluate our work as a Maths Hub, and this is the legal basis for the data that we hold, on, for example, participation in the Work Groups that we coordinate. Such data is reported on a regular basis to the NCETM.