1. Meeting for Mathematics Specialist Leaders of Education
22 June 2012
Maple House, Birmingham
Professor Celia Hoyles OBE
Director

2. Aims to offer an opportunity to you as Mathematics SLEs to
share strategies for mathematics CPD
learn about the emerging landscape in mathematics and how it might relate to your work
learn about support that we offer through the NCETM
help us to identify & broker further support that might be needed - from other teaching schools or elsewhere
develop the community of mathematics SLEs

3. The NCETM vision The NCETM aims to
raise the professional status of all those engaged in the teaching of mathematics
raise standards by supporting mathematics-specific CPD so that the mathematical potential of learners can be fully realised
support teaching schools and other improvement agents in their work with schools
Through the new programme the NCETM aims to develop a sustainable programme of mathematics CPD to support national teaching schools and other improvement partners in their work with schools and teachers.
Full NCETM vision here:
More information and vision is in delegate pack

4. The NCETM
managed by a consortium led by Tribal Education in partnership with Myscience, Mathematics in Education and Industry, and the Institute of Education, University of London
the focus of our work is to support those who lead mathematics CPD for teachers
Professional Development (PD) Lead Support Programme
Online support including exemplification of the new professional standards
Collaborative teacher projects
CPD Standard
emerging landscape: engaging teachers with the National Curriculum consultation and implementation
The new NCETM is managed by a consortium led by Tribal Education in partnership with Myscience, Mathematics in Education and Industry, and the Institute of Education, University of London. It is funded by the Department for Education.
Many of the aspects of the old NCETM continue: The NCETM brand will be seen at the forefront of its work, as will many of its features such as: online support for professional development provided through the Personal Learning Space and tools; portal resources such as the sector magazines; online development modules; support for providers of CPD through the CPD Standard and the directories of provision.
Working with those who lead/manage CPD including teaching schools and other improvement agents (HEIs, local authorities and other CPD providers). Support includes:
online support for Specialist Leaders in Education; PD Lead Support Programme (More details on next slide)
support for head teachers of teaching schools and for mathematics lead schools
exemplification of the new professional standards with respect to teaching mathematics (This will be available on the NCETM portal at the beginning of July. Portal users will be notified through a National Update.)
aid in the consultations regarding the new National Curriculum
amending the Self-evaluation Tools to take into account potential changes to the National Curriculum
Collaborative teacher funded projects to continue, with a specific emphasis on supporting the work of teaching schools, and with arithmetic, algebraic and geometric proficiency. An application window now open. - more details on separate slide Further details (And on a flyer available at this meeting.)
The CPD Standard remains a key element of the NCETM offer providing a quality standard for mathematics CPD. This will be developed and strengthened through the new programme. Many providers have found that the process of applying helps inform and shape their CPD offer.
More about the NCETM past, present and future here

5. Professional Development Lead Support Programme
Supporting and developing CPD leads
Primary Support Programme
Secondary Support Programme
SLE Modules
Focus on Mathematical Proficiency
arithmetic, algebraic and geometric
The Professional Development Lead Support Programme is a new programme developed by the NCETM to support providers of mathematics professional development to create capability and capacity within the emerging national CPD structure and to enable them to provide CPD to other mathematics lead teachers. The programme will run between Autumn 2012 and March 2014 and works with providers, in particular teaching schools offering them a PD course consisting of 2 f2f events and a gap activity that will lead to accreditation to deliver the support to other lead teachers. The target is for the programme to have been taken by 800 PD Leads by the end of March Dates have been planned until March Further details here
Focus of support is on Mathematical Proficiency: Mathematical proficiency requires a focus on core knowledge and procedural fluency so that pupils can carry out mathematical procedures flexibly, accurately, consistently, efficiently, and appropriately. Procedures and understanding are developed in tandem.
Primary and secondary programmes: Primary will focus on arithmetic proficiency (the appreciation and sense of number and number operations that enable mental calculations and written procedures to be performed efficiently, fluently and accurately). Secondary will focus on initially algebraic proficiency (the ability to see the general in the particular, express generalities using symbols, manipulate these symbols fluently, understand the meaning of the process and be able to make sensible interpretations of the product) Accreditation is awarded on successful completion of the course and is still under development with first cohorts.
In addition to the f2f support, online study modules are being developed in partnership with teaching schools to prepare mathematics focused support materials for SLEs (Specialist Leaders in Education). Pete Griffin is doing a session about this later in the morning

6. Mathematical proficiency
core mathematical knowledge & procedural fluency
aim is that pupils are able carry out mathematical procedures flexibly, accurately, consistently, efficiently & appropriately
procedures & understanding are developed in tandem

7. Arithmetic proficiency
Arithmetic Proficiency is the appreciation and sense of number & number operations that enable mental calculations & written procedures to be performed efficiently, fluently and accurately

8. Collaborative Teacher Projects http://www.ncetm.org.uk/ctp
Funding of up to £5000 for projects in schools for teachers to work collaboratively with the support of an improvement agent
projects must focus on Mathematical Proficiency: on Arithmetic Proficiency in primary schools
early applications are encouraged for projects starting in Autumn Term 2012
further funding will be available during
Projects should take no longer than six months from the start date
Collaborative teacher funded projects to continue, with a specific emphasis on supporting the work of teaching schools, and with arithmetic, algebraic and geometric proficiency. An application window now open. Further details (And on a flyer available at this meeting.)

9. NCETM Host Schools project
Aim: promote good practice for schools who have pupils struggling in mathematics at Y3&4
‘host schools’will be identified across the country as centres of excellence for the teaching of calculation & they will engage with other schools in their region to promote good practice
timescale July March 2013
project lead appointed
we will be supporting the community of host schools
The Host Schools project is a separately funded short-term project that will promote good practice in KS2 for schools who have pupils struggling in mathematics at Y3&4. Approximately 25 ‘host schools’ will be identified across the country, ensuring geographical spread, to host other schools to help them to observe how they might raise standards in Y3&4. A Project Lead has been appointed who will work full time identifying, recruiting and supporting host schools between July 2012 and March 2013.

10. Production of videos
Focusing on the teaching of calculation in primary schools
3 or 4 15 minute videos to be produced next term, autumn 2012
will be available on the NCETM portal by end March 2013
We will be producing a total of 3 hours of video

11. National Curriculum
Report of the review’s Expert Panel was published in Dec
available from September 2013; statutory from Sept 2014
consultation on draft primary mathematics programmes of study
Draft primary Programme of Study is currently out for consultation and secondary will follow. The NCETM is working with ACME to encourage as many teachers and other mathematics educators as possible to respond. There are opportunities to respond online, at face to face events and in webinars. Details are here Please encourage all the teachers you work with to do so too. NOTE: very short timescales are involved in this consultation.
Full consultation due in the autumn.
A suite of documents - setting out the evidence gathered to date by the National Curriculum review - was published on 19 December This suite is available here and comprises:
the report of the review’s Expert Panel - setting out their recommendations in relation to the framework for the new National Curriculum and recommending that these are debated further before decisions are made;
a summary of the evidence gathered about curricula for English, mathematics and science in high-performing jurisdictions;
a research report looking at subject breadth in the curricula used in other education jurisdictions;
a summary report of the responses to the review’s call for evidence.

12. Working with ACME to promote consultation on National Curriculum
ACME survey to collect views on our portal
ACME meeting 3 July in central London at which attendees will be asked their comments and viewshttp://
discussion forums on our portal
evening webinars on 27 and 28 June
The draft Programmes of Study for the new National Curriculum were released for consultation on 11 June.
Although the content itself is not within the remit of the NCETM, we are keen to anticipate and stimulate provision of CPD for teachers so that they are equipped to deliver the new curriculum, and we want to enable teachers and other users to participate in the ongoing debate about the NC. The NCETM and ACME are working together to provide a variety of opportunities for the maths community to discuss the issues amongst themselves and contribute to the consultation. For example a portal discussion forum, an online questionnaire, meetings organised by ACME, and evening online seminars
ACME plans to make use of the NCETM portal to facilitate discussion, according to the following schedule:
an ACME discussion forum on the NCETM portal will be open for a specified time for members of the community to debate relevant issues about the programmes of study
A survey is available on the ACME website ( repository/2012/6/national-curriculum-review-acme-questionnaire) for those who wish to submit their comments direct to ACME and the NCETM
ACME will also hold a single meeting in central London at which attendees will be asked their comments and views. The dates for this is the 3 July
two online seminars will be held for those unable to make the face-to-face meetings, and we will ask people to express an interest in participating in this when registration for all these events opens in a few days. The dates for these are the evenings of 27 and 28 June
following this process, ACME and the NCETM will work on providing consolidated feedback to the Department for Education based on thoughts gathered through this consultation.

13. Secondary and post 16
Much to come ………

14. Thank you