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Secondary Teaching for Mastery Work Groups
Take a look at the primary Teaching for Mastery Work Groups available for 2021-2022 on our Teaching for Mastery pages
Secondary Work Groups
London South West Maths hub will deliver nationally coordinated projects being run by the maths hub network in 2020/2021 in the following areas:
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 pupils in maths in the classroom.
The project aims to offer high quality maths support for early career teachers, recognising the requirements of the Early Careers Framework (ECF) and the impact of Covid on their ITT experience. The ECF underpins what all early career teachers should be entitled to learn about and learn how to do based on expert guidance and the best available research evidence. As is the case for other professions, areas covered in initial training will be covered in greater depth as part of induction as teachers continue their journey to becoming experts. The work in this project will be in line with this, with an emphasis on standards 2, 3 and 4.
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 students in maths in the 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
*Non specialist teachers - teachers that are currently teaching some mathematics who has not undertaken initial teacher training (ITT) in mathematics.
The project aims to improve communication between Key Stages 2 and 3 by taking an aspect of the mathematics curriculum or a pedagogical approach as the focus for the work.
Teachers from different phases work together to develop a consistent approach to their chosen aspect through discussion, joint lesson design and delivery, observation and the development of documentation to support continuity. As a result, channels of communication are established and there is an increased focus on curriculum and pedagogical continuity at key transition points which supports children as they move from KS2 to KS3.
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.
This new 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.
Participants will have opportunities for:
networking and input on current issues
exploration of materials to use with their department
development of collaborative approaches
ongoing development in their subject leadership role
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.