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Thumb Intervention in the Mastery Context: helping struggling learners to master mathematics Course
Every Child Counts

This course trains a teacher and a teaching assistant together. It develops participants’ understanding of the nature and practice of mastery and it explores effective intervention strategies, linked to class lessons, that enable struggling learners both to catch up and to keep up with their peers. Participants can apply their learning more widely, by developing their mathematics teaching and support for all pupils and by sharing their practice with colleagues.

£600.00 (no VAT on this item) approx price for one teacher and one TA
£450.00 (no VAT on this item) approx price for a second teacher and TA from the same school
(Duration: 3 days at intervals)

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Stated learning outcomes for this course

A comprehensive 3-day course for a teacher and a teaching assistant together, focusing on mastery and on managing catch-up and keep-up interventions

Intervention in the Mastery Context is a professional development course that supports schools, teachers and teaching assistants at various stages of their adoption of a mastery approach to teaching mathematics.  It develops participants’ understanding of the nature and practice of mastery and it explores effective intervention strategies, linked to class lessons, that enable struggling learners both to catch up and to keep up with their peers.  It does not focus on a specific intervention programme.

It is an Every Child Counts programme, developed by Edge Hill University.  High-quality training ensures that participants can apply their learning more widely, by developing their mathematics teaching and support for all pupils and by sharing their practice with colleagues.

"This is such a brilliant programme!"
Kay Taylor, Executive Head Teacher, Minerva Learning Trust, Dorset

How does it work?

  • The course is for experienced teachers and teaching assistants who work with the same class and share an interest in teaching mathematics.
  • On face-to-face days they are introduced to new ideas through input, dialogue and discussion.
  • In school-based gap tasks, they work together to try out ideas from the course.  They diagnose mathematical difficulties within their class and decide how best to address their learners’ needs.
  • They review the outcomes of the gap tasks with colleagues from other schools at the next face-to-face day.
  • The course draws on the highly effective professional development strategies that have been refined in Every Child Counts courses delivered to over 6,000 schools.

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