Chepping View Primary Academy SCITT
MP1 Autumn 2017 – The following should be filed in a separate ‘maths specialism’ file.
Portfolio of evidence: This will evidence your knowledge of the workings of maths teaching within a primary school environment as well as your wider interest in the subject and as a vital life skill. The portfolio will contain lesson observations, samples of work, planning samples, calculation policies, but also articles, annotated bits of reading and anything else that you feel evidences your interest over and above the Teacher Standard expectations.
A lot of what is included in your maths specialism file will be excellent evidence against the Teachers’ Standards
1. Pre task reading and assignment on mastery teaching in maths and NCETM.
2. Case studies assignment should include one child with identified mathematical difficulties. For all three case studies focus on maths as the subject area.
3. Subject knowledge focus on placement action plan should be maths.
4. Attend Primary Maths Conference at Wycombe High on problem solving and reasoning on November 11th, 2017. Plan and teach some follow up lessons at your placement school implementing some of the concepts you learnt. Reflect on your planning and lessons and the impact on pupil learning.
5. Carry out at least one observation of a maths lesson in each year group in your school (including the maths coordinator). For each observation, use the proforma provided by CVPA and, reflect on pupil progress and learning, effective teaching strategies and resources used.
6. After half term, teach some sequences of lessons in maths in your class – 3 or 4 consecutive lessons. You can plan these from scratch or adapt planning provided by your school. However, each lesson should be evaluated and reflected upon in terms of pupil progress and next steps. Which children met the learning objective, which did not? What interventions will you put in place? How will your formative assessment from one lesson inform the next lesson? Reflect on examples where children had misconceptions and how you tried to overcome these.
7. Before the end of the placement, teach a sequence of maths lessons - 3 or 4 consecutive lessons in another year group. You can plan these from scratch or adapt planning provided by your school. However, each lesson should be evaluated and reflected upon in terms of pupil progress and next steps. Which children met the learning objective, which did not? What interventions will you put in place? How will your formative assessment from one lesson inform the next lesson? Reflect on differences you noticed in teaching this year group. Reflect on examples where children had misconceptions and how you tried to overcome these.
8. Attend any twilight sessions available through the Wycombe High maths hub. The SCITT Manager will keep you informed. Reflect on the impact of these sessions on your teaching and learning.
9. At least once, try out an activity from n rich in your teaching and reflect on the learning and conversation it generates
10. Meet with your maths coordinator and find out the following:
· Does the school use any commercial maths programmes?
· What maths interventions take place in the school? (observe and reflect on some)
· How does the school assess maths?
· Does the school have a calculation policy?
· Does the school have any extra – curricular maths activities?
· Does the school set for maths? If so what year groups?
· How does the school map out the maths curriculum?
· How is target setting carried out?
· How does the school track attainment across the year groups?
11. Keep a record of resources i.e. web sites which you use and make brief notes on how they are useful/valuable. Text books? Practical resources?
12. Follow maths people/organisations on twitter for links to useful info on maths.
13. In your subject audits, keep a record of how you are improving your content knowledge and subject specific pedagogy
14. Include any notes and reflections from any staff training on maths in your placement school. What will the impact of this training be on your teaching?
Reflections – over the training year
This should contain discussions with teachers, parents, maths coordinator, SENCDo etc. and your own developing thoughts on the teaching of maths. Reflect on your interaction with children, their moments of learning, their misconceptions and their responses. This will evidence your development as a teacher of maths.
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