Introduction
I was introduced to the National Centre for Excellence in the Teaching of Mathematics (NCETM) a couple of years ago during an online training event. In this particular session, the focus was on pattern. Specifically, what was being discussed was how overlooked the importance of pattern is in teaching mathematics in general. Part of the example materials presented was the NCETM progression map for pattern. The training in pattern was useful, but my biggest takeaway was that these progression maps existed for all maths concepts. What a find!
The National Centre for Excellence in the Teaching of Mathematics (NCETM) progression maps are tools designed to help teachers understand the sequence of mathematical concepts and skills that students should learn at different stages of their education. These maps provide a clear framework for planning and delivering effective mathematical instruction.
The NCETM progression maps can be particularly helpful when teaching children with Special Educational Needs and Disabilities (SEND) in primary schools. These maps offer a structured and sequential framework that allows educators to tailor their teaching approach to the individual needs of SEND students. I absolutely love these maps and their potential for supporting SEND children’s maths development. And once I show them to schools, they see the potential too!
Here’s how they can be beneficial:
1. Differentiation
The progression maps outline the gradual development of mathematical concepts, making it easier for teachers to differentiate instruction according to each student’s abilities. This ensures that students with SEND receive appropriate support and challenges based on their specific learning requirements.
2. Individualised Learning
By using the progression maps, teachers can identify where a student’s strengths and challenges lie within the mathematical curriculum. This information helps them create personalised learning plans that address the unique needs of each SEND student.
3. Targeted Support
The maps provide a clear roadmap of the skills and concepts that should be mastered at different stages. This enables teachers to identify areas where SEND students might need additional support and interventions, allowing them to provide targeted assistance where it’s most needed.
4. Monitoring Progress
Teachers can track the progress of their SEND students more effectively by referencing the progression maps. This allows for continuous assessment and adjustment of instruction to ensure that students are making meaningful progress in their mathematical learning.
5. Resource Planning
The progression maps offer a structured guide for selecting appropriate teaching resources and materials that are suited to the learning needs of SEND students. This can help teachers choose tools that accommodate different learning styles and abilities.
6. Collaboration
Teachers, specialists, and support staff can collaborate more effectively when using the same progression maps. This ensures a consistent approach to teaching and supporting SEND students across different settings and learning environments.
Conclusion
Overall, the NCETM progression maps serve as a valuable tool that empowers primary teachers to provide targeted and inclusive support to students with SEND, fostering their growth and development in mathematics. They have been a godsend for me. What a fantastic tool that is already out there, ready-made and free! Find them here: https://www.ncetm.org.uk/classroom-resources/progression-maps-for-key-stages-1-and-2/
That SEND Teacher 