New KS3 Mathematics Guidance: Supporting Pupils’ Progress through the Statutory Curriculum

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About the Webinar

Webinar Duration: 45 minutes (approx.)

This webinar will provide governors, senior leaders, mathematics leads, teachers and teaching assistants with guidance and support on how they can deliver the statutory curriculum in line with DfE guidance to help develop secondary school pupils’ mastery of mathematics.

On 28 September 2021, the DfE published their ‘Teaching mathematics at key stage 3’ guidance to help plan teaching the national mathematics curriculum for key stage 3. The guidance aims to ‘identify the significant ideas that are needed for pupils to progress in their study of mathematics’ and ‘demonstrate how pupils can build their understanding of these concepts across key stage 3, in the context of the wider curriculum.’

This webinar will explore how the new guidance can be used to support the teaching of mathematics at key stage 3, build on content learnt in key stage 2 and plan and prioritise the curriculum during education recovery following COVID-19.

Learning Outcomes

  • Understanding the core objectives of the guidance and how it aims to bring greater coherence to the national curriculum for mathematics.

  • Recognising how the guidance aims to support and build on learning from previous years and how the correct use of language and key ideas forms a key part of effective practice.

  • Appreciating how the guidance can support the development of a rigorous, coherent and connected curriculum and how this might be created.

  • Recognising the importance of identifying key mathematical ideas which connect topics together and exploring additional resources and materials to support classroom teaching.

  • Understanding a sample key stage 3 curriculum framework for each year, including a breakdown of learning through each term and ways to cover core concepts.

Dr Thomas Ralph

About The Expert

Dr Thomas Ralph

Programme Director, Secondary PGCE course & Secondary Mathematics PGCE lead at University of Exeter.
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