High Impact Maths

> Focus on the approaches that evidence indicates will make the biggest difference and improve the impact of your maths teaching.
> Develop your knowledge of high-impact maths teaching practices and how to apply them in your classroom. For example, how to improve whole-class modelling to best support pupils’ understanding of new maths concepts. ​
> Secure your understanding with exemplification across the key stage three and key stage four maths curriculum. ​

Over 18 weeks you will attend:
> A three-hour virtual twilight: this will introduce the programme, key themes and how to make the most of the training.
> Five one-hour virtual twilights: where you reflect and develop your practice, with some additional pre reading.
> During these virtual sessions there will be opportunities for discussion with peers on the programme.

How will I benefit from High Impact Maths?
Each module is underpinned by evidence-informed insights on what works in the classroom and why.

By taking part in this programme, you will:

• Develop your knowledge of maths teaching practices and how to apply them.
• Engage with exemplification across the key stage three and key stage four maths curriculum.
• Learn together with a peer network, with opportunities to share best practice.
• Benefit from virtual sessions, to fit with your busy schedule.

Online delivery means the programme is convenient and minimises time away from your teaching.

What are the benefits of High Impact Maths for my school or trust?
Ensuring that all your teachers of maths can develop their practice is crucial to improving pupils’ academic outcomes and life chances.

For £400 per person, teachers will engage in live virtual sessions to help them make tangible changes to their practice.

Upskill everyone who teaches maths in your school, including those that teach maths exclusively or alongside another subject.

Pupils receive better quality maths teaching which makes a positive difference to their learning.

Build a shared language which is used across the early career and national professional qualification frameworks, with staff more joined up in their conversations about pedagogy and practice.

​Continued engagement with professional development.

No cover implications.