Subject Knowledge Enhancement for EYFS
This Work Group is designed to enhance and deepen maths subject knowledge for Early Years teachers. Increased confidence in their own subject knowledge and an opportunity to collaborate with other EYFS teachers with a vision of embedding a Teaching for Mastery approach within their settings.
Participants will have the opportunity to develop a small steps teaching sequence taking consideration of variation and depth of understanding within cardinality to utilise in settings. Use of manipulatives and the role of the adult and the environment in supporting early maths develop will be a central theme of the workshops.
What is involved?
Participants will attend three face to face sessions with a fourth day in their own or others’ settings collaborating through lesson study. The workshops will comprise a mixture of pedagogy, subject knowledge and practical application with consideration of manipulatives, IT and resources to support a Mastery approach within mathematics. Delegates will be expected to complete gap tasks in order to put their skills into practice within their own setting and to reflect upon and share their experiences with other participants within the work group. Throughout the workshops participants will have the opportunity to contribute to a ‘small steps’ teaching resource considering progression within cardinality to be used within a national maths resource.
Know the progression within at least one key area of Early Years mathematics i.e. cardinality, composition, comparison
Use the principles and pedagogies of Early Years best practice to ensure that all children are provided with access to deep mathematical learning across the environment
Identify what is effective Early Years maths pedagogy and how this develops into a Teaching for Mastery approach in later years
Developed planning and practice to ensure that provision for Early Years mathematics develops key concepts in a developmentally appropriate way
Involvement of Senior / Early Years Lead in discussions that relate to developments in practice / policy as a result of new learning
It is intended that participation in this Work Group will encourage teachers to reflect on and share good practice within mathematics and to consider what children ‘working at depth’ within mathematics look like and strategies for developing and supporting this learning. Gap tasks will focus on a combination of school-based professional practice, so that learning is based specifically around the needs of the pupils being worked with in the participant’s own setting, and reflective consideration of maths teaching in settings with the opportunity to plan for development of mathematics within their settings.
Expectations of participants and their schools
Participants will be expected to commit to attend all of the four sessions (3 face to face workshops and 1 day within their own or other participants’ settings) below and to complete the gap tasks set.
Day 2 - Pattern (Wednesday 6th March 2019)
Day 3 - Learning Walk and Lesson Study (Week Commencing Monday 29th April 2019)
Day 4 - Addition and Subtraction (Wednesday 22nd May 2019)