Context: As a group of schools from seven countries, who have worked together on previous Erasmus+ projects, we come together in this project with a very clear idea of what we already know about our schools and where the common ground is for further development . In this new three-year project we have all identified weaknesses in mathematics and have looked at the strength which we can all contribute so that through effective sharing of good practice, and through innovative approaches we can improve the outcomes in teaching and learning of mathematics for all our children. Objectives: To identify and address barriers to learning mathematics common to many children To identify and support those children who have particular vulnerability especially in terms of their acquisition of mathematics skills To explore and improve the impact of attitude on the ways children learn and how they achieve in mathematics To learn and apply new approaches to the teaching of mathematics using the skills of academic tutors from across Europe as well as using best practice from across our schools To ensure all children are benefiting equally from an inclusive and relevant mathematics curriculum To devise a European Classroom approach to the teaching of mathematics and to ensure that this is incorporated into the long term curriculum for all our schools (and in a wider educational context) To ensure that our curriculum for mathematics is as relevant and meaningful as possible, including being as appropriate as possible to the needs of employers across Europe To incorporate relevant and innovative digital tools into the mathematics curriculum, in order to engage learners and to prepare the for future 'real life' contexts. To provide better opportunities for staff to listen to children about their learning and their curriculum, and to ensure that this leads to the necessary modifications and changes. Participants: The project brings together: - a small rural school in Poland - a large rural school in Latvia - a larger than average urban school in England - a community of three very small schools in villages in Spain - a school facing challenging demographics in Bulgaria - a school in Northern Sweden with a changing population - a large primary school in Czech Republic in an area of high unemployment From each of these schools we will focus on a small group of teaching staff who will improve the skills they use when delivering mathematics to 10 and 11 year old children. Activities: Across the three years, we will be taking part in six shared training events, which will all include specialist training in an area of expertise relating to the objectives. These areas of focus have been chosen because they affect all six countries and because we have partners who can take a lead on each one. Bulgaria- main focuses are historical context of the curriculum, use of webinars and use of competitiveness in mathematics UK - main focus is developing use of 'Growth Mindset' especially within mathematics and to address gender inequalities Latvia- main focus is relevance of mathematics to future employment Poland - main focus will be taking account of children's views in making curriculum changes Spain - main focus will be using ICT to enhance mathematics and engage all learners Sweden - then main focus here will be addressing the needs of all children particularly those from disadvantaged of vulnerable backgrounds Methodology: For each of the six identified focus areas, we will follow the same pattern to develop teachers' skills. We will use the 'train: plan: deliver: share: evaluate: embed' cycle. This means that we will provide specialist input on the specific focus area, alongside observations and comparisons of existing practice in all our countries. Then we will plan jointly for a shared teaching sequence to be delivered by the 'expert' country. These webinars lesson sequences will be experienced by children in all seven countries simultaneously. Following on from this we will upload work outputs from these lesson sequences so that all professionals involved can compare learning styles, pedagogy and barriers to understanding. Teachers will then evaluate their own practice and analyse the impact of the innovation before deciding on the most appropriate ways to embed this learning and to share with others in school and beyond. Expected Results, Impact and Longer Term Benefits: We hope that the results and impact will be as follows: - improved attainment in mathematics - improved resilience in mathematics and other subjects - closing the gap between the achievement of children from different disadvantaged and vulnerable groups - narrowing the gaps in achievement between girls and boys - opening up opportunities for sharing of good practices - evaluation by teachers of a relevant mathematics curriculum for their context - improved skills in teachers to deliver mathematics - improved use of competitive spirit to engage learners
Context: This group of schools from seven countries, have worked together on previous Erasmus+ projects. All the school leaders had a very clear idea of what they already knew about each others schools and where the common ground was for further development . In this three-year project all countries identified weaknesses in mathematics and looked at the areas of strengths which all countries could contribute towards so that through effective sharing of good practice, and through innovative approaches we could improve the outcomes in teaching and learning of mathematics for all our children. Objectives: To identify and address barriers to learning mathematics common to many children To identify and support those children who have particular vulnerability especially in terms of their acquisition of mathematics skills To explore and improve the impact of attitude on the ways children learn and how they achieve in mathematics To learn and apply new approaches to the teaching of mathematics using the skills of academic tutors from across Europe as well as using best practice from across our schools To ensure all children are benefiting equally from an inclusive and relevant mathematics curriculum To devise a European Classroom approach to the teaching of mathematics and to ensure that this is incorporated into the long term curriculum for all our schools (and in a wider educational context) To ensure that our curriculum for mathematics is as relevant and meaningful as possible, including being as appropriate as possible to the needs of employers across Europe To incorporate relevant and innovative digital tools into the mathematics curriculum, in order to engage learners and to prepare the for future 'real life' contexts. To provide better opportunities for staff to listen to children about their learning and their curriculum. Participants: The project brings together: - a small rural school in Poland - a large rural school in Latvia - a larger than average urban school in England - a community of three very small schools in villages in Spain - a school facing challenging demographics in Bulgaria - a school in Northern Sweden with a changing population - a large primary school in Czech Republic in an area of high unemployment From each of these schools we will focus on a small group of teaching staff who will improve the skills they use when delivering mathematics to 10 and 11 year old children. Activities: Across the three years, schools took part in shared training events, which included specialist training in an area of expertise relating to the objectives. These areas of focus have been chosen because they affect all six countries and because there were partners who could take a lead on each one. Bulgaria- The main focuses was the historical context of the curriculum, use of webinars and use of competitiveness in mathematics UK - The main focus was developing use of 'Growth Mindset' especially within mathematics and to address gender inequalities Latvia- The main focus was relevance of mathematics to future employment Poland - The main focus was taking account of children's views in making curriculum changes Spain - The main focus was using ICT to enhance mathematics and engage all learners Sweden - the main focus was addressing the needs of all children particularly those from disadvantaged of vulnerable backgrounds Methodology: For each of the six identified focus areas the same pattern was followed to develop teachers' skills. We used the 'train: plan: deliver: share: evaluate: embed' cycle. Specialist input was provided on the specific focus area, alongside observations and comparisons of existing practice in all our countries. There was then joint collaboration for a shared teaching sequence to be delivered by the 'expert' country. These webinars lesson sequences will be experienced by children in all seven countries simultaneously. Following on from this we will upload work outputs from these lesson sequences so that all professionals involved can compare learning styles, pedagogy and barriers to understanding. Teachers will then evaluate their own practice and analyse the impact of the innovation before deciding on the most appropriate ways to embed this learning and to share with others in school and beyond. Expected Results, Impact and Longer Term Benefits: These are - improved attainment in mathematics - improved resilience in mathematics and other subjects - closing the gap between the achievement of children from different disadvantaged and vulnerable groups - narrowing the gaps in achievement between girls and boys - opening up opportunities for sharing of good practices - evaluation by teachers of a relevant mathematics curriculum for their context - improved skills in teachers to deliver mathematics - improved use of competitive spirit to engage learners Impact The project has had a number of key success. The relationship between the partners was already strong however the collaboration and enterprise which the participating organisations have shown through the Covid-19 pandemic has only further strengthened relationships. The virtual European classroom has become established. This has been accessed in a number of ways. A google classroom has been created and this has created a space for teachers to film and drop lessons into which can then be reviewed or used by all participating schools. In addition to this there have been live webinar's where by the children have shared there work collaboratively. In addition to this other aspect of European culture have been shared through webinar. For instance there was a virtual European Christmas whereby all participating countries shared songs and Christmas celebrations. The links between the countries are so strong that this aspect will continue after the project. The projects greatest strength has been the time it has allowed for discussions about the barriers which children face in mathematics. The opportunity to observe and discuss different pedagogical approaches has had a direct impact on teaching approaches.