In 2022/23 all Maths Hubs are participating in a national project to develop secondary mathematics teaching for mastery. As part of this project, Secondary Mastery Specialists in each hub area will be offering support to schools interested in developing teaching for mastery approaches in maths. Qualified Specialists will work with selected teachers from two maths departments in each Work Group to enable them to develop mathematics teaching in their own schools. Maths Hubs are therefore now looking to recruit schools and their maths departments to participate in these Work Groups.
More information about secondary teaching for mastery Work Groups is available on the NCETM website.
TEACHING FOR MASTERY EMBEDDING
A project designed to support schools in their second year of teaching for mastery
If you have previously undertaken Teaching for Mastery Development with East Midlands West, you will automatically be transferred into the Embedding Work Group.
TEACHING FOR MASTERY EMBEDDING AND SUSTAINING.
A project designed to support schools making teaching for mastery ‘business as usual’
If you have previously undertaken the Teaching for Mastery Developing and Embedding with East Midlands West, you will automatically be transferred into the Sustaining Work Group.
If you have previously engaged in Developing or Embedding and would like to reengage in the Sustaining programme, please contact us at firstname.lastname@example.org.
Work Groups in this project aim to strengthen the transition from primary to secondary school by focusing on curriculum and pedagogical continuity over Years 5 to 8.
Central to the Work Group is the promotion of cross phase communication between teachers to address issues of maths knowledge and learning transition as distinct from pastoral considerations. This Work Group will focus on using multiplicative reasoning resources as a vehicle for exploring curriculum and pedagogical continuity but at times will explore any aspect of the KS2/3 curriculum.
This project focuses on participant teachers working together to analyse, deconstruct and trace through the curriculum a selected key topic area, developing insight into effective teaching approaches, and considering the implications for longer term curriculum design.
The project was previously known as Challenging Topics at GCSE, but its name has been amended to more accurately reflect the work undertaken as well as to convey the importance of curriculum coherence.
Participants should be secondary school teachers of GCSE Maths. Individuals or ideally pairs of teachers from a department participate, with an expectation that they will work with other members of their department at appropriate points.
Schools that have participated in previous years may do so again, as developments often take place over time.
The Mathematical Thinking for GCSE project is for secondary maths teachers looking for practical and theoretical elements to address their students’ GCSE attainment.
The stated aims of the KS4 Programme of Study are that, through working on the content, students should develop mathematical fluency, mathematical reasoning and problem solving. While mathematical thinking is a key feature of all of these, the focus of this Work Group is to support teachers in developing their understanding of mathematical thinking as it relates to problem-solving and reasoning, using practical task types to explore what it means for students to get better at mathematical thinking and what this looks like in the classroom.
This project offers focused support to secondary heads of department/subject leaders, to enable them to better understand and implement teaching for mastery approaches across their department, and to develop in their role as leaders of both student learning and teacher professional development.
It provides an opportunity for participants to deepen their understanding of teaching for mastery approaches, of their wider roles, and of their capacity with their colleagues to transform secondary maths learning.
WHO CAN TAKE PART?
The project is for secondary heads of department/subject leaders, and is open to heads of department in schools already involved with Maths Hubs and to those who are not yet involved. (Prospective HoDs/subject leaders are not eligible to participate.)
This project offers focused support to those who lead mathematics across multiple schools within a MAT, to enable them to better understand and develop effective maths pedagogy approaches across those schools. It will also support participants to develop their role as a leader of system change, curriculum change, and teacher professional development.
Whilst those who lead maths across a MAT are often the subject lead for both primary and secondary, the key focus for this programme is their work with secondary teachers, although consideration will be given to transition and how the different phases relate to each other. Additionally, focusing on developing skills with one phase is likely to impact positively on work with other phases. Participants will engage with a centrally-led programme offered nationally, with the potential for regional provision dependent on numbers.
This project is designed to support secondary early career teachers (teachers in their first two years of teaching) in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support students in maths in the classroom.
This programme is designed for secondary early career teachers (those in their first or second year of teaching).
This project is designed to support non-specialist teachers teaching maths in a secondary school in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils in maths in the classroom.
This programme is for non-specialist teachers of maths in state-funded schools who fit the following definition:
A non-specialist teacher of mathematics is ‘a teacher that is currently teaching some mathematics who has not undertaken initial teacher training (ITT) in mathematics’.
If there is sufficient space in the cohort, other teachers of maths who do not fit this definition but would benefit from this support may also participate.