English and Maths Support for Schools 2024/25
Our English and Maths teams are again providing an offer of support to all schools for 2024/25.
All elements on the offer can be booked via Devon Education Services – training. For most of the offer, places for Devon maintained schools are heavily subsidised.
For some of the programmes there will be limited places available, and these will be allocated on a first-come, first-served basis. Where demand outstrips the number of places available, wherever possible we will offer a re-run of the programme at a later date, but in order to ensure you secure the places you would like we encourage you to book places early.
A table detailing each element of the offer, with links to the Devon Education Services site, is available below. Included for 2024/2025 are:
- support for leadership in both mathematics and English
- professional development focussed on teaching and learning (content and pedagogical subject knowledge)
- professional development focussed on learners (keeping up and closing the gap).
We would like to take this opportunity to remind you of our continuing termly Maths and English Subject Leader Meetings, you can find out more about these meetings in the English and Maths Offer Table.
If you have any queries or would like further information, please contact:
- Rebecca Cosgrave (English lead) – rebecca.cosgrave@devon.gov.uk
- Ruth Trundley (Maths lead) – ruth.trundley@devon.gov.uk
Mathematics research talks
This series of online mathematics research talks focusses on small-scale research projects of interest to teachers and all involved in mathematics education.
Primary maths (termly) subject leader meetings for individuals – annual subscription
A chance to network with colleagues and hear the latest curriculum advice. Attendance at termly half-day subject leader network meetings (three meetings across the year – one place per package).
Understanding structured number lines – project report July 2019
This project was set up in response to growing evidence that pupils in England are not developing an understanding of the structured number line and that this has implications with regard to understanding mathematics across several domains of the national curriculum including those related to calculation. The project focussed on the following research questions:
- What are the key elements to understanding number lines as representations of the number system?
- Which activities help support this understanding?
- What is the impact of understanding number lines?
The phase 1 report is now available and has implications for teaching children across the primary age range; teachers working in EYFS to Y6 were included in the first phase of the project.
M-cubed
M-cubed supports the learning of multiplication facts with understanding, using different representations (symbols, language, contexts and images) to focus on structure and connections. Understanding structure and connections is key to developing fluency and to knowing how to use known facts to solve problems. Knowing and understanding mathematical facts and how to use them is part of being a mathematician. With the multiplication tables check becoming statutory in England from 2020, there is a pressure on teachers to ensure children know multiplication facts. Children also need to understand these facts if they are to be useful when solving problems and developing further multiplicative reasoning: M-cubed is designed to provide opportunities to build known facts with understanding.