1. “[These materials] will entitle all teachers to acquire basic knowledge and skills that will enable them to teach maths effectively in the primary classroom”. (Numeracy Task Force report, DfEE, 1998) “…the last action will be to show this OHT and highlight the key points with everyone” (DfEE, 1999)

2. “The strength of a profession resides in the capacity of its members to challenge, test and develop the knowledge and understanding on which its practice is based.” ( http://www.teachernet.gov.uk/development/index.cfm?pageID=54 )

3. involves observation and feedback – especially teachers observing and learning from each other includes peer support – colleagues supporting one another rather than leadership by supervisors provides scope for participants to identify the focus of their development applies processes for sustaining CPD over time to embed learning in classroom practice is likely to have a direct relationship with what teachers are doing in their own schools and classrooms enables all staff to be more reflective and focus on their contribution to pupils' learning provides opportunities to work with other colleagues and share practice. [Research suggests that] good professional development reflects learning and teaching principles. In particular, it: ( http://www.teachernet.gov.uk/development/index.cfm?pageID=54 )

4. University of Plymouth - SWIfT LEAs –Cornwall and the Isles of Scilly –Devon –Plymouth –Torbay –Somerset –North Somerset –Dorset –Bournemouth –Poole Postgraduate level Professional Development Higher Education Institutions: -University of Plymouth -College of St. Mark & St. John Negotiated according to schools’ dev. plan Increasingly … aiming to disseminate outcomes to a wider audience e.g. through NCETM