London South West Maths Hub

Professional Development

SECONDARY

 

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Secondary Work Groups

 

Express an interest in participating in our Work Groups in 2022-23.
Complete our expression of interest form to ensure you receive all the latest information as soon as it becomes available. 

 


Secondary Teaching for Mastery Work Groups
Take a look at the Secondary Teaching for Mastery Work Groups on our Teaching for Mastery pages.

 


Specialist Knowledge for Teaching Mathematics Programmes (Secondary Early Career Teachers)
Two maths-specific subject knowledge projects are available to support secondary Early Career Teachers (ECTs) – one is for ECTs who have not yet participated in this project and one is for those who participated in 2021/22. Both projects offer high-quality subject knowledge and pedagogy maths support for ECTs, recognising the requirements of the ECF.
The communities formed as part of the project provide an opportunity for participants’ conversation to remain focused on the teaching of maths, with teachers at a similar stage of their career.
 

Specialist Knowledge for Teaching Mathematics Programmes (Secondary Non-Specialist Teachers)
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 in a state-funded school or college that is currently teaching some mathematics or has commitment from a headteacher/executive head to teach some mathematics within the next year, who has not undertaken Initial Teacher Training (ITT) in mathematics."
The programme is aligned to the NCETM teaching for mastery pedagogy and is based on six key themes. Participants will explore these themes, supported by an experienced secondary practitioner.
 

Years 5 - 8 Continuity 
Work Groups in this project focus on curriculum and pedagogical continuity over Years 5 to 8. Participants will explore a selection of high-quality resources: Checkpoints, Multiplicative Reasoning and Algebraic Thinking materials.
A lesson study approach is encouraged where all participants focus on a particular aspect of the maths curriculum and work collaboratively to develop this in their schools. Cross-phase classroom observation and discussion of practice are encouraged wherever possible.
 

Years 7 - 11 Coherence
Feedback from teachers, along with GCSE exam analysis, indicates there are key areas of the curriculum that students find challenging. Work Groups in this project deconstruct and analyse these areas and devise effective approaches to them, to achieve a more coherent learning journey through the secondary years.
Work Groups will follow a workshop – school-based work cycle. Teachers will identify and analyse a key topic area, work collaboratively to develop pedagogical approaches to it, and evaluate and discuss it after teaching.
 

Secondary Subject Leadership 
Local Work Groups will follow a cycle of workshops followed by school-based tasks. Participants will support each other through the sharing of leadership strategies and practices. A vibrant professional learning community will be created through peer-to-peer discussions and expert input. Participants will also create an action plan for their department.
Much of the work will involve each individual department working on elements of their action plan and developing collaborative ways of working which support their professional development. As well as exploring the needs of their own department, participants will benefit from the expertise and experiences of the group of departments represented.
 

Secondary Maths MAT Leads
Now in its second year, this project supports those who lead maths across multiple schools within a MAT. Participants will also develop their role as a leader of system change, curriculum change, and teacher professional development.
The programme involves three one-day face-to-face national workshops. Within these, the cohort will be split into new and continuing participants for some sessions, with other sessions for everyone. Participants will also carry out and evaluate their own improvement initiatives, both in and between sessions, and be part of a vibrant online community.