NCP20-23 Specialist Knowledge Teaching for Mathematics (Early Years) Programme

Want to develop your specialist knowledge for teaching maths in the Early Years? 

The purpose of the programme in this project is to support Early Years teachers/practitioners in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils in maths in the classroom.

There are two types of SKTM Early Years pathways:        

  • Pathway One: Number Patterns and Structures.

  • Pathway Two: Pattern, Shape, Space and Measures.

The sessions are designed to focus on reviewing best practice in Early Years and consider how these approaches link to the principles of teaching for mastery.

Yorkshire and Humber Maths Hub anticipates initially offering Pathway 1 in 2020-21.  

This project offers to impact on developing subject knowledge and pedagogical knowledge for all practitioners teaching and supporting the learning of early maths. 

We will be running two Work Groups – one running in Wakefield/Kirklees and one in North Lincolnshire/North East Lincolnshire.

Who is the Cohort Group for?

This programme is designed for individuals who would like to develop their specialist knowledge for teaching maths to two to five years olds. This may be particularly relevant for NQTs, teachers/practitioners that have moved phases or teachers/practitioners that have not recently received maths-specific training. If your school is currently more focused on preparing for teaching for mastery, you may want to consider engaging with NCP20-08. Participants could do one pathway one year and the other the following year.

Yorkshire and Humber Maths Hub anticipates initially offering Pathway 1 in 2020-21.  

What is involved?

This session is designed to focus on reviewing best practice in Early Years and how these approaches link to the principles of teaching for mastery.  All sessions will be online in the first instance.

Intended Outcomes

Professional learning:

Teachers/practitioners will develop enhanced maths subject knowledge with a particular emphasis on developmental progression in the Early Years to ensure sequences of learning are cohesive.

Practice development:

Teachers/practitioners will consider the learning opportunities and pedagogical approaches across the wider provision – reviewing and enhancing the opportunities to promote mathematical learning.

Pupil outcomes:

Pupils will:

  • Have increased opportunities to explore concepts at a developmentally appropriate level

  • Be able to communicate their maths and mathematical thinking through representations and appropriate language

  • Demonstrate a positive attitude towards maths, being willing to have a go, persevere, and share their mathematical ideas.