2021/2022 WORK GROUPS
The Work Groups below are for 2021/2022, you can show your expression of interest by filling in the form below
The Mastery Readiness Programme is for primary schools that want to adopt teaching for mastery in maths, but would benefit from a staged approach.
Schools that are successful in implementing sustained and meaningful change through teaching for mastery have key foundations already in place.
These key foundations include:
shared vision and culture around the importance of maths
a belief that every child can achieve highly in maths
a positive mindset towards maths amongst all staff
good maths subject knowledge amongst teachers and TAs
systems that maximise learning, such as timetabling, intervention, curriculum and pedagogical approaches
teaching of arithmetical proficiency for all children, to support mathematical fluency by reducing cognitive load
ongoing staff development, which is valued by all staff and senior leaders.
More details can be found here
PRIMARY DEVEOPMENT WORK GROUP
If your school is ready to start developing a teaching for mastery approach, you can join a Work Group starting in the new academic year.
During the 2021/22 school year, Maths Hubs across England will be working with thousands of primary schools to continue the spread of teaching for mastery across England.
The Teaching for Mastery Programme is a professional development opportunity designed to support teachers like you to develop best practice in maths in your school. It is suitable for schools interested in implementing a teaching for mastery approach to maths.
Two teachers from each participating school join a Work Group, consisting of six or seven local primary schools. Each Work Group is led by a trained Primary Mastery Specialist.
Work Groups (sometimes known as Teacher Research Groups, or TRGs) meet regularly to plan, observe and discuss teaching for mastery. In between meetings, teachers explore mastery approaches in their own classrooms and across their school. Work Groups run for a year initially, with many continuing beyond the first year as mastery is embedded in participants’ schools.
Support is provided from a local classroom-based Mastery Specialist who leads the group. This model of professional development involves hands-on learning and peer-to-peer support. It is evidence-based and designed to support substantial long-term change.
More details can be found here.
PRIMARY SUSTAINING WORK GROUP
Has your school previously been part of a teacher research group or had a trained mastery specialist? If yes, then your school is eligible to join our sustaining Teaching for Mastery programme.
These sessions will focus on leadership, collaborative planning and the development of subject knowledge. Some bespoke sessions may be offered which may include:
Teaching for Mastery for new staff
Support for new subject leaders
Using the ready to progress criteria
Mixed age collaborative planning
All bespoke sessions will be determined by the group participants and needs of the schools.
SECONDARY DEVELOPMENT WORK GROUP
Secondary maths teachers whose schools want to introduce and embed teaching for mastery can nominate two teachers (Mastery Advocates) to join a Work Group. You will be part of a locally-based group of teachers who meet regularly to develop professional knowledge and expertise, as well as receiving bespoke support.
In a Teaching for Mastery Work Group you will:
collaborate with colleagues from other local schools to share best practice
get individual school support and guidance from a local leader of maths education (LLME)
take away ideas to help your students become more confident mathematicians, ready to tackle GCSEs and A levels
introduce and embed teaching for mastery in your classroom and department
SECONDARY EMBEDDING AND SUSTAINING WORK GROUP
Has your school previously been part of an advocate group or had a trained mastery specialist? If yes, then your school may be eligible to join our sustaining Teaching for Mastery programme.
The focus will be on working on their planned developments as well as sharing and critiquing them with a group of schools in a professional learning community. Some bespoke opportunities may include:
visits hosted by a Work Group member’s department to engage in lesson observation and post-lesson discussion
collaborative planning of a topic representing a shared interest and need
a visit to a primary school to engage in lesson observation and post-lesson discussion and/or collaborative planning of a topic relevant to transition between KS2 and KS3
exploring some maths together to better understand the key conceptual development involved in understanding it deeply
sharing, discussing and critiquing the plans that departments have in place.
All bespoke sessions will be determined by the group participants and needs of the schools.
SECONDARY SUBJECT LEADERSHIP WORK GROUP
A key aim of the NCETM and Maths Hubs is to develop successful secondary mathematics departments that are well led and that provide ongoing subject professional development through collaborative working both within and between departments.
To achieve this, it is vital not only that individual teachers develop teaching for mastery approaches, but also that the department as a whole has systems, policies and ways of working which are compatible with teaching for mastery and allow for the collaborative professional development structures which are needed in order to develop and embed these approaches and to sustain them in the long term.
The purpose of this project is to offer 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 pupil learning and teacher professional development.
Participants will explore common themes, with bespoke adjustments appropriate to local contexts and needs.
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 looking like in the classroom.
YEAR 7-11 COHERENCE WORK GROUP
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.
SUPPORTING GCSE RE-SIT
This Work Group will explore effective ways of teaching key content to GCSE resit students, and effective ways of working with teachers of post-16 resit GCSE in the context of Covid recovery. Participants will, through collaboration and experimentation, deepen their knowledge and understanding of the curriculum demands of GCSE Maths and their awareness of pedagogical approaches that best support students taking GCSE for the second time.
These Work Groups give teachers opportunities - through collaboration and experimentation - to develop improved teaching approaches that support the open-ended problem-solving skills. Core Maths students need, and share these with departmental colleagues. Participant departments will support the role of Core Maths in promoting contextualised problem-solving and links to teaching in other subject areas. This project involves a direct working partnership between the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP).
DEVELOPING A LEVEL PEDAGOGY
This project provides national support for the effective development of pedagogy in the teaching of A level Mathematics to enhance the quality of teaching and the conceptual understanding of students. It's aim is to develop and sustain regional communities of practice involving collaboration between teachers. The focus is on developing pedagogy in A level Maths teaching, and developing participants as leaders of A level teaching professional development in their own school or college.
This project involves a direct working partnership between the Maths Hubs Network and the Advanced Mathematics Support Programme.
SPECIALIST KNOWLEDGE FOR TEACHING MATHS (SKTM) - EARLY YEARS
These Work Groups are designed to support Early Years teachers in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support pupils with their mathematics across the provision.
Pathway 1: Number Patterns and Structures
Pathway 2: Pattern, Shape, Space and Measures
SPECIALIST KNOWLEDGE FOR TEACHING MATHS (SKTM) - PRIMARY
This project is designed to support primary teachers in developing specialist knowledge for teaching Mathematics, thus enabling them to understand, teach and support pupils in maths in the classroom.
SPECIALIST KNOWLEDGE FOR TEACHING MATHS (SKTM) - TEACHING ASSISTANTS
This project is designed to support teaching assistants (TAs) in developing specialist knowledge for teaching Mathematics, thus enabling them to understand, teach and support pupils in maths in the classroom.
SPECIALIST KNOWLEDGE FOR TEACHING MATHS (SKTM) - PRIMARY EARLY CAREER TEACHERS
This project is designed to support Early Career Teachers (teachers in their first two years of teaching)
Our local offer will focus on one of the following with a goal to focus on further aspects in subsequent years:
designing effective learning and teaching in mathematics (building early number concepts)
designing effective learning and teaching in mathematics (additive reasoning)
designing effective learning and teaching in mathematics (multiplicative reasoning).
The aim of this community is to work deeply on one area of maths, drawing in the associated pedagogy, and will include lesson analysis and lesson design.
It is expected that this work would be linked to the Early Career Framework so could be viewed as a two-year offer.
SPECIALIST KNOWLEDGE FOR TEACHING MATHS (SKTM) - SECONDARY NON-SPECIALIST TEACHERS
For the first time in 2021/22, Maths Hubs have the opportunity to provide a programme for secondary non-specialist teachers of mathematics that had previously been realised by the TSST programme.
The programme will support non-specialist teachers in developing specialist knowledge for teaching maths, thus enabling them to understand, teach and support pupils in the maths classroom.
The programme is aligned to the NCETM teaching for mastery pedagogy and is based on six key themes:
Structure of the number system
Operating on number
Sequences and graphs
Statistics and probability
YEAR 5-8 CONTINUITY
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. Whilst many Work Groups will focus on using Multiplicative Reasoning resources, Work Groups can explore any aspect of the KS2/3 curriculum.