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Mark McCourt Profile picture
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7 Nov, 6 tweets, 2 min read
Over the last two decades, along with a huge team of maths educators, I have designed the most comprehensive maths curriculum ever produced.

It’s used by loads of schools around the world and, now, because of repeated requests, we’re making it available to everyone for free…
If you’re not familiar with the map of maths we made (and continue to add to), here’s a short video explaining what you’ll have access to
This enormous curriculum is the backbone of everything we do. It drives Complete Maths CLASSROOM and TUTOR.

By logging into to either product, you can see the universe mapping. In CLASSROOM you’ll find the full detail.

For the first time ever, we’re opening this up to all…
With a single login, you’ll be have access to TUTOR, CLASSROOM & AUTOGRAPH.

We are continually working on the curriculum (I guess I’ll only stop when I kick the bucket) and love to hear feedback. Watch out for the announcement from the @LaSalleEd account for your instant access.
I hope that those people who know us would agree our commitment to supporting development of maths teachers has been unrelenting. By making our curriculum (containing teacher guidance for every lesson) freely available to all, we hope our support is even stronger.
And whilst I’m talking about our commitment to supporting maths teachers and removing all barriers to entry, here’s a reminder of the FREE Teaching for Mastery CPD coming up in a few weeks… sign up asap

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More from @EmathsUK

Mark McCourt Profile picture
28 Apr
I had been hoping that an appropriate solution for helping pupils from low income families access all the benefits of high quality tuition would emerge.

But no.

So... I guess I have to just put my money where my mouth is and make it happen...
...tuition is only valuable if it is:

• specific to the pupil (personalised)
• delivered by a maths pedagogical expert
• informed by current attainment & misunderstandings
• properly complementing school learning
• able to cover any aspect of mathematics (responsive)
...It's not ok to deny low income families access to tuition. They want it and they know the benefits.

Only 24% of pupils have a private tutor for maths - compounding the advantages they already have.

The other 76% can't afford it. But they repeatedly say they want it.
Read 38 tweets
Mark McCourt Profile picture
6 Feb
@ashtonC94 @blatherwick_sam @mathsteacher09 Not really sure how much (if any) help I can be, but I'll try...

I think the first thing to do (and this is fundamental) is, as teachers, to change our view of mathematics.

You mention KS2 maths. But this doesn't exist.

There is no primary maths or secondary maths...
@ashtonC94 @blatherwick_sam @mathsteacher09 ...these are false dichotomies that hold the profession and pupils back.

There is just maths.

And there are no kids who have gripped KS2 (of whatever), there are just kids. They have gripped some maths and not gripped some other maths.

So, first of all, we need to try...
@ashtonC94 @blatherwick_sam @mathsteacher09 ...to work out, for every pupil, where they are at in their journey of learning mathematics.

This cannot be pinpointed. And it won't be linear (they go backwards as well as forwards). But have a broad idea of their mathematical repertoire allows us to choose starting points...
Read 18 tweets
Mark McCourt Profile picture
21 Jul 19
In the last 20 years, teacher training, inspection and PRM observations of classroom teachers have all become obsessed with the cult of pedagogy. They reward and promote the exquisite performer, for their card sorts, group work, 3-part lessons and active learning...
...yet they forget that pedagogy alone is useless. Teaching must be applied to something. We should not be interested in the who can “teach well”, but instead should reward those who can “teach mathematics well”...
The didactics of mathematics- the technical detail of what is to be taught - is vital. The effective mathematics teacher is the teacher who applies their pedagogy to ensure that all pupils grip ideas. This requires didactics, not mere performance...
Read 6 tweets
Mark McCourt Profile picture
6 Jul 19
Have being hearing lots of mastery myths this week (as I do every single week), so here are a few things that are most certainly not anything to do with mastery but are still being passed off as mastery...
Schemes of work stating, for example, what will be presented at pupils in Year 7, term 3, week 5, lesson 2 #notmastery
Unit tests used to label pupils with grades #notmastery
Read 12 tweets
Mark McCourt Profile picture
23 May 19
Anderson (1983); Fredrick, Walberg, and Rasher (1979); and Seifert and Beck (1984), find that pupils spend only about half their in-class time actually engaged in learning activities
There is a small positive relationship between allocated time (however measured) and pupil achievement.
There is a positive relationship between time-on-task and pupil achievement; this relationship is stronger than the allocated time-achievement relationship, but is still modest.
Read 18 tweets
Mark McCourt Profile picture
23 May 19
Following my recent chat about mastery learning and the ways that TIME is used in schools with @mrbartonmaths on his eponymous podcast, lots of people have being asking me to elaborate on what is known about how time is allocated in the classroom. So, here is a thread on time...
All human beings can learning well. But all human beings learn from different models, metaphors, examples and instruction. And, crucially, all human beings learn at different RATES.

In a mastery approach, TIME is the key variable.
Time is used in many different ways in schools. A summary of Cotton's Educational Time Factors follows...

Definitions are taken from the work of Anderson (1983), Bloom (1976), and Fisher, et al. (1980).
Read 17 tweets

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