Training
Those being funded as part of the Junior Mentor Programme will be expected to attend an introductory online ‘launch’ training session.
Following this, we also provide schools an induction programme to deliver to their Junior Mentors. This is split into three parts, which have a supporting PowerPoint. They are fully editable and flexible for you to reorganise to suit you and your Junior Mentors.
- Part 1 introduces maths circle basics
- Part 2 has an in-depth focus on AAA behaviours and how to support these
- Part 3 looks at how to plan and support circles
The programme is designed to be interactive with lots of discussion, just like a maths circle. The material is on the Axiom Maths Hub as part of the 'Junior Mentors’ training package' under ‘Materials and Resources’.
Ongoing support
We suggest some models for using Junior Mentors. You may have one Junior Mentor working with each circle of six mathematicians, or they may be working with smaller groups in different arrangements.
However you arrange their support, we have found that using Junior Mentors works best when you as lead mentor are always on hand to support and bring the whole group back together when necessary.
Delivery loop
Our suggested model based on what we’ve seen working in schools is the delivery loop:
Plan
Just like all other mentors, they need to do the maths themselves first. They need to be registered for the Axion Maths Hub to access the materials and resources; they will not have access to any student data. Then they need to do their advanced planning. They should think about how they will respond when the mathematicians get stuck, or how to extend rapid graspers. This could be done as a group, or under your supervision if that works for you.
Delivery
Each Junior Mentor supports pupils in their own circle, sub-circle in the classroom with you as the lead mentor in the room to provide more expert guidance as and when needed.
Review
After the circle, a review of what went well and where to go next will support the Junior Mentors to develop their skills in working with the pupils in future sessions.