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The episodic or ‘ping-pong' teaching approach is one of the most striking features of a mastery-style lesson. But what is it exactly and how does it affect decisions when planning lessons?

In this podcast, Primary Mastery Specialists Faye Glendinning and Sam Shutkever take us through the gritty detail of episodic lesson planning.

They explain the theory and how it is implemented in their schools. Each of them then takes us through the episodes of a recent lesson in detail, explaining each planning decision.

Show notes

Taking part in the discussion are:

    Faye Glendinning, Cedars Academy, Birmingham, and Central Maths Hub Sam Shutkever, Akroydon Primary Academy, Halifax, and West Yorkshire Maths Hub Gwen Tresidder, Communications Manager, NCETM

Additional related content is available on the podcast page on our website.

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How does maths teaching in a primary school in Shanghai look and feel to an experienced observing teacher from an English school? A Mastery Specialist from Leicestershire, who was among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, gives her impressions.

Show notes

Taking part in the discussion are:

    Afshah Deen, Primary Mastery Specialist and Year 2 teacher at Parkland Primary School, Wigston, Leicestershire Chris Shore, Maths Hub Lead, East Midlands South Maths Hub Steve McCormack, NCETM Communications Director

Episode chapters

    03:29 – Afshah’s overview of the experience 06:36 – What impressed Afshah most 07:17 – What surprised Afshah 09:04 – A lesson on properties of 3-D shapes 10:10 – Thoughts on small steps within lessons 12:02 – Fluency of the Shanghai pupils 13:16 – Shanghai teachers’ planning and discussions 17:42 – How the experience has affected Afshah as a teacher 18:58 – The wider context of teacher exchanges over the year 24:19 – How ‘greater depth’ is viewed in Shanghai 27:43 – Afshah’s role in her area as a Mastery Specialist 

Information on where showcase lessons are being held in late January 2019.

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Listen to three secondary maths teachers discuss the best CPD they have taken part in. What really works and why, and how do they think CPD can contribute to career progression?

Show notes

Taking part in the discussion are:

    Kathryn Darwin (@arithmaticks), Second in Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire Fiona Roberts (@fn_husker), Head of Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire Ben Sheedy, Co-Head of Maths at Ridgewood School in Doncaster, South Yorkshire Beth Goodliff, NCETM Communications Officer

The Mirfield Free Grammar is an 11-18 non-selective comprehensive school of approximately 1,500 students. Ridgewood School is an 11-18 non-selective comprehensive school of approximately 1,400 students.

Find out more about the CPD opportunities on offer for you and your colleagues, including secondary teaching for mastery 2018-19, through the Maths Hubs.

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A discussion with the head of a Birmingham primary school, in an area of educational under-achievement, which, working closely with its local Maths Hub, embraced teaching for mastery in 2016.

Show notes:  Taking part in the discussion are:

    Helen Hastilow, headteacher of Slade Primary School in Birmingham Steve McCormack NCETM Communications Director

Find out how your school could work on teaching for mastery within the Maths Hubs programme here. The Maths Hub serving Birmingham is Central Maths Hub.

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In this podcast, we visit Spring Bank Primary School in Leeds and talk to headteacher, Sarah Hawes and maths lead, Tracey Baruah. With 40 years’ experience between them, they explain their enthusiasm for what the Mastery Readiness Programme is offering the children in their school.

The Mastery Readiness Programme began work with a small number of schools in the Northern Powerhouse in 2018/19. The programme was designed in response to Maths Hubs’ recognition that some schools were not able or ready to engage with the full Teaching for Mastery Programme. This bespoke programme offers schools support with preparatory groundwork to become ‘ready’ for teaching for mastery. The programme is being rolled out nationally in 2019/20.

If your school might benefit from participation in the expanding Mastery Readiness Programme, please contact your local Maths Hub, or email Emma Patman or Elizabeth Lambert directly.

You can also find out more about the programme by visiting the Mastery Readiness section of our website.

Show notes

Taking part in the discussion are:

    Sarah Hawes, Headteacher at Spring Bank Primary School Tracey Baruah, Maths Lead at Spring Bank Primary School Gwen Tresidder, Communications Manager, NCETM
Episode chapters
    01:10 – Introductions and how the school began with mastery 05:05 – What the Mastery Readiness Programme involves 07:25 – Not like attending one-off workshops 09:45 – Getting all staff on board 12:32 – Articulate children 14:47 – A different type of training 18:42 – Understanding what ‘going deeper’ means 19:29 – Focus on problem solving 25:18 – What pupils have got out of it 27:17 – Abandoning ability-groupings: a revelation 32:26 – Next year: the full Teaching for Mastery Programme 33:57 – The challenges 39:39 – Advice for heads considering Mastery Readiness.
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Teaching the hardest topics in GCSE maths

Which are the hardest topics in GCSE maths? You will know some by reputation. Some might surprise you. What can you do to make these topics more accessible to students? In particular, how can you unlock a depth of understanding that allows students to use their knowledge flexibly and in unfamiliar situations?

The Maths Hub network’s national project, ‘Challenging Topics at GCSE’, addresses these issues, through local collaborative teacher Work Groups.

In this podcast, two teachers from South Yorkshire, who lead Work Groups, tell us why teachers should get involved. They tell us about the benefits to teachers and their wider departments. The podcast begins with an interview with Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber, who gives a national picture of the project.

Show notes

Taking part in the discussion are:

    Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber Lisa Wilson, Penistone Grammar School, Barnsley, and Work Group Lead for South Yorkshire Maths Hub Rosie Kavanagh, Oakwood High School, Rotherham, and Work Group Lead for South Yorkshire Maths Hub Gwen Tresidder, Communications Manager, NCETM
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The episodic or ‘ping-pong' teaching approach is one of the most striking features of a mastery-style lesson. But what is it exactly and how does it affect decisions when planning lessons?

In this podcast, Primary Mastery Specialists Faye Glendinning and Sam Shutkever take us through the gritty detail of episodic lesson planning.

They explain the theory and how it is implemented in their schools. Each of them then takes us through the episodes of a recent lesson in detail, explaining each planning decision.

Show notes

Taking part in the discussion are:

    Faye Glendinning, Cedars Academy, Birmingham, and Central Maths Hub Sam Shutkever, Akroydon Primary Academy, Halifax, and West Yorkshire Maths Hub Gwen Tresidder, Communications Manager, NCETM

Additional related content is available on the podcast page on our website.

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After GCSE, 20% fewer girls than boys continue studying maths. This limits their access to some of the more challenging, interesting and lucrative careers. But why? In this podcast episode we speak with Rachel Beddoes, Girls’ Participation Coordinator of the Advanced Maths Support Programme (AMSP). She explains what the barriers are for girls, and what teachers and schools can do to overcome these. She also gives details of events and bespoke support available from the AMSP and other organisations. There are links below for more details on these.

Show notes

Taking part in the discussion are:

    Rachel Beddoes, Girls’ Participation Coordinatior, AMSP Gwen Tressider, Communications Manager, NCETM
Episode chapters
    00:57 – The creation of the AMSP 02:34 – Rachel’s (maths) life story 04:34 – Why is a Girls Participation Officer needed? 07:34 – Why are fewer girls doing advanced maths than boys? 11:33 – What is AMSP doing about it? 13:50 – How could teachers address these barriers? 15:30 – Core Maths and girls 19:33 – What can teachers do?  22:01 – What are Stemettes? 24:11 – What can 11-16 schools do? 26:13 – The role of female maths teachers 28:51 – Women in Science and Engineering (WISE) 31:33 – Whole school strategies
Links for research and initiatives mentioned in the interview:
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How does maths teaching in a primary school in Shanghai look and feel to an experienced observing teacher from an English school? A Mastery Specialist from Leicestershire, who was among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, gives her impressions.

Show notes

Taking part in the discussion are:

    Afshah Deen, Primary Mastery Specialist and Year 2 teacher at Parkland Primary School, Wigston, Leicestershire Chris Shore, Maths Hub Lead, East Midlands South Maths Hub Steve McCormack, NCETM Communications Director

Episode chapters

    03:29 – Afshah’s overview of the experience 06:36 – What impressed Afshah most 07:17 – What surprised Afshah 09:04 – A lesson on properties of 3-D shapes 10:10 – Thoughts on small steps within lessons 12:02 – Fluency of the Shanghai pupils 13:16 – Shanghai teachers’ planning and discussions 17:42 – How the experience has affected Afshah as a teacher 18:58 – The wider context of teacher exchanges over the year 24:19 – How ‘greater depth’ is viewed in Shanghai 27:43 – Afshah’s role in her area as a Mastery Specialist 

Information on where showcase lessons are being held in late January 2019.

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How does maths teaching in a secondary school in Shanghai look and feel to experienced observing teachers from secondary schools in England? Two Mastery Specialist teachers from North West England, who were among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, give their impressions.

Show notes

Taking part in the discussion are:

    Jayne Watts, teacher at Alsager School and Secondary Teaching for Mastery Lead for North Mids and Peaks Maths Hub Dave Connell, 2nd in Maths at Loreto Grammar School, Altrincham, and Secondary Teaching for Mastery Lead for North West Two Maths Hub Gwen Tresidder, NCETM Communications Manager

Episode chapters

    03:46 – Most striking things in the classroom 06:59 – Most striking things about the children 09:24 – Applying mastery in the English cultural context 11:05 – How Chinese students get ahead of their English peers 12:41 – Culture of collaborative working  16:01 – Lessons from teaching Chinese students 18:01 – Changing practice as a result of visit 22:20 – What about pupils that say ‘I can already do that’?

Information on where showcase lessons are being held in late January 2019.

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