Primary Numeracy Coordinators Leadership & Management March 2010 1 Objectives Participants will have opportunities to: Consider the evolving role of the coordinator; Reflect on strategies to improve practice in the teaching and learning of
mathematics; and Explore a range of activities to support the infusion of Thinking Skills in mathematics. 2 Reflection on Steps from Day 1
Download and read suggested DE policy documents/Circulars Talk to principal/SMT/other coordinators re school targets Review current literacy/numeracy action plans Begin to collate relevant pupil information
Workshop 1 Reflection At your table: Share the steps you took on your in-school day Discuss strengths, areas for improvement and challenges for the future Record on sheet provided National Centre for Excellence in the Teaching of Mathematics (NCETM)
The Best Piece Of Advice You Have Ever Been Given https://www.ncetm.org.uk/resources/21 631 To register with NCETM click on https://www.ncetm.org.uk/
The characteristics of a successful school Child-centred provision High quality teaching and learning Effective Leadership A school connected to its local community Role of the Coordinator As curriculum leaders to: demonstrate a commitment to providing professional development opportunities for staff, particularly teachers, and promote a readiness to share and learn
from best practice monitor and evaluate effectively school outcomes, policies, practices and procedures Role of the Coordinator To ensure that teachers: use adaptable, flexible teaching strategies that respond to the diversity within the classroom; are committed and enthusiastic, enjoying a positive relationship with their pupils and with other school-based
staff and dedicated to improving learning; and reflect on their own work and the outcomes of individual pupils. Workshop 2 Roles and Responsibilities Discuss the given statements and place them in the appropriate column of the recording sheet.
Use the self-evaluation sheet to record your next steps. Coffee Time Please be back in 30 minutes In Summary
Vision Planning, monitoring and evaluating Pupil performance data CPD Culture of self-evaluation Communication with all members of the school community
Focus on Teaching & Learning Reflect on strategies to improve practice in the teaching and learning of mathematics Workshop 3 School Scenario
Read your given scenario Agree on the following: What other information is needed? What actions would you take? How will you know that you are making a difference?
Record on your flipchart nRICH Clowns Stage 1 Challenge level http://nrich.maths.org/5591
Cinema Stage 3 Challenge level http://nrich.maths.org/1864 To register with nRICH click on http://nrich.maths.org Teachers TV
Maths for the Terrified - Involving Parents http://www.teachers.tv/video/31110 To register with Teachers TV click on www.teachers.tv Lunch ESAGS
Teachers use adaptable, flexible teaching strategies that respond to the diversity within the classroom; Teachers are committed and enthusiastic, enjoying a positive relationship with their pupils and with other school-based staff and dedicated to improving learning; and Teachers reflect on their own work and the outcomes of individual pupils.
Leadership & management Workshop 4 At your table: Consider the given indicators of effective practice and discuss what evidence exists to support this Focus on TS & PC Explore a range of activities to support
the infusion of Thinking Skills in mathematics: CD Mathematically Possible Infusing Thinking Skills and Personal Capabilities into Numeracy
Identify and discuss numerical patterns associated with the Hs on your 100 square What area (s) of the curriculum might this activity support? H on 100 square 36
37 38 46 47 48 56 57
58 Mathematically Possible Play Mathematically Possible Variations Bonus Points Variable Cards The Joker
Take Aways NCETM Teachers TV nRICH TS & PC Booklet (s) on CD
Mathematically Possible www.welb-cass.org follow the links to numeracy Objectives Revisited Participants will have had opportunities to: Consider the evolving role of the coordinator; Reflect on strategies to improve practice in the teaching and learning of mathematics; and Explore a range of activities to support
the infusion of Thinking Skills in mathematics. 25 Course Evaluatio n Travel Forms
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