The White Paper
From a Primary Headteacher’s
Perspective
An Opportunity
‘creates scope for teachers to inspire’
p.40
Reform and Review the
National Curriculum
Content and coverage at
key stage 1 and 2
Training
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Teacher Beliefs
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Teacher Identity
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Institutional Identity
We need to get better at
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‘the ways of representing and formulating the subject
that makes it comprehensible to others …….[find]
alternative forms of representation, some of which
derive from research where others originate in the
wisdom of practice …… an understanding of what
makes the topics easier or difficult: [understand] the
conceptions and preconceptions that students of
different ages and backgrounds bring with them to
[their] learning. (Shulman, 1986)
Where next?
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Research tells us that:
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We need to develop a collaborative culture.
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Find ways of instigating a rich mathematical dialogue.
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Provide dedicated time and space to achieve the above
What should good CPD look like
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It should support teachers subject knowledge,
curriculum content knowledge, pedagogical content
knowledge.
Challenge teacher beliefs about learning mathematics
Consider how children learn mathematical concepts
Unpick mathematical concepts and make connections
not just across subjects but between the different
mathematical concepts.
View multiple ways of teaching concepts.
Create a rich mathematical dialogue.
Create thinking, reflective teachers, not ‘sheep’.
Build confidence