Secondary Opportunities for 2021/22 – Apply now! (starting September 2021)

We are pleased to be able to share below a list of funded Secondary opportunities for next academic year. Programmes will start much earlier than usual to support schools with ongoing Covid-19 recovery. Please note, signing up on our website does not guarantee a place on the programme and this will be confirmed directly with schools once we have an idea of demand.


Secondary Teaching for Mastery Development Programme

This Work Group is for schools wishing to develop teaching for mastery further across the department. It involves two teachers becoming ‘Mastery Advocates’ within their school. For further information please see the NCETM website.

We are hosting a short introductory webinar on Thursday 22nd April 2021 at 4pm until 5pm, for secondary schools, who are interested in our Teaching for Mastery programmes but want to find out more. This is aimed at anyone who has not yet engaged with our Teaching for Mastery programmes. Please sign up for this webinar here.

If you wish to apply for this Work Group, please fill out this form.



Apply to become a Secondary Mastery Specialist

Mastery Specialists are classroom practitioners who develop expertise in the mastery approach to teaching maths. Through rigorous and interactive training, they become experts in introducing and embedding mastery. After first developing a mastery approach in their own classrooms, they go on to support colleagues in their own departments and then in other schools.

We are looking to recruit four new secondary specialists to join our team. The role comes with funding for release time. The deadline for applications to be submitted is 28th May 2021. To find out more and apply, click on the link below.

Apply to be a Secondary Mastery Specialist click here



Secondary Teaching for Mastery Embedding Programme

This is for schools who have been on the Development programme this academic year (2020/21). Schools will automatically move onto this phase.



Secondary Mathematical Thinking Programme

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 pupils to get better at mathematical thinking and what this looks like in the classroom.




Year 7 to 11 Coherence

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.




Post-16 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.



Developing A-Level Pedagogy

This Work Group provides national support for the effective development of pedagogy in the teaching of A level Mathematics to support Covid recovery, to enhance the quality of teaching and the conceptual understanding of students, and the development of participants as leaders of A level teaching professional development in their own school or college.



Subject Knowledge for Secondary Early Career Teachers

From the academic year 2021/22, all teachers new to the profession will be considered as ‘Early Career Teachers’ (ECTs). This Work Group will support them as they enter their first year of teaching and will be designed to align with the Early Career Framework as well as the NCETM Teaching for Mastery approach.




Subject Knowledge for Secondary Non-Specialist Teachers

For the first time in 2021/22, Maths Hubs have an 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.