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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:
Following on from last year’s Research and Innovation Work Group on SEND, this year’s project will focus on the impact of Maths Anxiety on learning.
The project will look at different types of difficulties including dyscalculia and how this might impact on pupil confidence
It will explore how mastery approaches can develop pupil confidence as well as strategies specifically to address maths anxiety
This Research and Intervention Work Group focuses on two key questions:
How does Teaching for Mastery (TfM) translate into non-mainstream provision?
How can representation and structure be used to increase understanding of maths?
Participants will have the opportunity to work with colleagues within their school and in other schools in the Maths Hub to develop their understanding of the five big ideas in Maths and to apply this in their school.
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.
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 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.