Our Secondary school projects range from very specific Work Groups that are focused upon particular issues (such as mathematical thinking) to our much broader Teaching for Mastery programmes that involve schools moving through three phases – mastery development, embedding and sustaining.

Teaching for Mastery in Secondary School

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

The fully funded programme enables you and another teacher from your school to become ‘Mastery Advocates’. Initially you will be part of a Development Work Group for a year and this involves recieving in-school support from a Mastery Specialist. Beyond this, you will continue to work with your local Maths Hub and take part in an Embedding Work Group the following year.

This opportunity is suitable for all maths teachers, from NQTs to Heads of Department. It requires the support of your headteacher/a member of SLT.

Transition to Secondary School – Y5 to 8 Continuity Project

Work Groups in this project aim to strengthen the transition from primary to secondary school by focussing 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. Ideally, this Work Group consists of a single secondary school and a group of partner primaries although this does not always have to be the case.

Developing Mathematical Thinking

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.

Challenging Topics at GCSE

This project focuses on participant teachers working together to ‘unpick’ (i.e. analyse, deconstruct and trace through the curriculum) a challenging topic, developing insight into the associated difficulties and misconceptions to support teaching in the short term but also considering the implications for longer term curriculum design.