Primary Programmes 2022-23

Primary Mastery Specialist Programme 2022-23

The Mastery Specialist Programme for primary teachers started in 2015/16. Each year over a hundred primary teachers – three of four from each Maths Hub – complete a programme of professional development to become Mastery Specialists. In every subsequent year, each of these teachers leads a Teaching for Mastery Work Group. This involves working with participant teachers from six or seven primary schools within their Maths Hub area, so that these schools can start to introduce teaching for mastery themselves.

2022/23 Primary Mastery Specialist Cohort 8 programme

Following the successful first seven cohorts of the Mastery Specialist Programme, the NCETM and Maths Hubs are now seeking to recruit an eighth cohort of expert primary school teachers to develop and work as Primary Mastery Specialists.

In order to apply for the 2022/23 programme, you will first need to read the information document.

What should you do next? Complete the online application form. You will also need the support of your headteacher.

Mastering Number Programme 2022-23

Supporting pupils in Reception, Year 1 and Year 2 to develop good number sense:

This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

Who can take part?

Lead participants from Work Group schools will be three teachers – one each from Reception, Year 1 and Year 2 – known as Lead Teachers. Some support will also be given to subject leaders and headteachers. Where appropriate, Lead Teachers are expected to support the other teachers in their year group.

This programme and its Work Groups are open to all schools that have not yet engaged with the Mastering Number Programme.

Primary Mastery Readiness Programme 2022-23

Take a step into the primary Teaching for Mastery Programme:

Lots of schools are ready to start their mastery journey, and some would benefit from initial support before becoming part of the full programme. Our diagram shows a school’s journey towards mastery. Use it to determine where your school’s journey starts (click/tap diagram to show a larger version with more detail of the journey).

Who can take part?

Schools will have an identifiable barrier to being able to successfully implement teaching for mastery at present. Barriers may include an Ofsted grading of RI or Inadequate, poor pupil progress in maths, serving an area of low social mobility, or issues in the school that have meant the implementation of sustained change has been difficult.

Primary Development Work Group Programme 2022-23

Part of the continuing programme to develop teaching for mastery in maths in primary schools:

If your school is ready to start developing a teaching for mastery approach, you can join a Work Group starting in the new academic year.

During the 2022/23 school year, Maths Hubs across England will be working with thousands of primary schools to continue the spread of teaching for mastery across England.

The Teaching for Mastery Programme is a professional development opportunity designed to support teachers like you to develop best practice in maths in your school. It is suitable for schools interested in implementing a teaching for mastery approach to maths.

Primary Teaching for Mastery - Embedding 2022-23

Support for schools in their second year of teaching for mastery:

Who can take part?

This is for schools who have previously participated in a Development Work Group. All must show a strong commitment for embedding teaching for mastery approaches, and at least the lead teacher from the Development Work Group must have already started using mastery approaches. The school leadership team including the headteacher must also be involved, to ensure there is a whole school commitment.

What is involved?

Work Groups in this project will support schools to scale up teaching for mastery approaches from individual teachers’ classrooms, ensuring whole-school practices are consistently adopted. There are six workshops across the year, plus support from a Mastery Specialist.

Primary Teaching for Mastery - Sustaining 2022-23

Support for schools to make teaching for mastery ‘business as usual’:

This is for all primary schools who have previously been involved in teaching for mastery via a Development or Embedding Work Group, or who are Mastery Specialist schools. It brings together schools across the Maths Hubs Network that are working on continued development to sustain their mastery approach to maths.

Who can take part?

Schools will have previously participated in a Development Work Group and might have received support for embedding mastery. Participating schools must show strong commitment from their leadership for sustaining mastery approaches, and for most teachers to have already started using these.

Each school will have a lead participant in the Work Group, normally the maths lead. At different points in the year, other teachers will also participate.

Teaching Assistants Specialist Knowledge for Teaching Mathematics 20222-23

Develop mathematical subject knowledge and understand the pedagogy that underpins the teaching of it:

Who can take part?

These programmes are designed for primary teaching assistants who would like to develop their specialist knowledge for teaching maths. This may be particularly relevant for new TAs or TAs that have not received maths-specific training.

What is involved?

This project is designed to improve the subject knowledge and pedagogical knowledge for all practitioners teaching and supporting the learning of primary maths.

It utilises primary teaching assistant-specific materials and focuses on the following mathematical areas: What is effective in the learning and teaching of mathematics?; Number sense (part 1); Number sense (part 2); Additive reasoning; Multiplicative reasoning; Fractions. The modules are each designed to last three to four hours, but may last longer if delivered online. This programme will take place across the equivalent of four days.

Primary Teachers Specialist Knowledge for Teaching Mathematics 2022-23

Develop mathematical subject knowledge and understand the pedagogy that underpins the teaching of it:

Who can take part?

These programmes are designed for primary teachers who would like to develop their specialist knowledge for teaching maths. This may be particularly relevant for teachers that have moved phases or have not received maths-specific training.

What is involved?

This project is designed to improve the subject knowledge and pedagogical knowledge for all practitioners teaching and supporting the learning of primary maths.

There are two pathways: Number and Spatial Reasoning. Each pathway consists of several core units and looks at specific topics as well as policy and practice. Exploration of modules in these pathways will take place during the course of the academic year, over the equivalent of four days. Participants in the programme may wish to follow one pathway this year, and the other pathway next year.

Primary Early Career Teachers - Specialist Knowledge for Teaching Maths (SKTM) 2022-23

Develop mathematical subject knowledge and understand the pedagogy that underpins the teaching of it:

Who can take part?

Phase 1 Communities in this project are for those identified as Early Career Teachers – teachers in their first or second year of teaching. Phase 2 Communities are for those in the early part of their careers. They will have engaged with Phase 1 before engaging with this phase.

What is involved?

Two maths-specific subject knowledge projects are available to support primary 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.

Communities of ECTs will be formed in these projects, allowing for collaboration and practice-sharing. In both projects, teachers will design effective learning and teaching in maths, and review and analyse their practice.

 

Primary Subject Leadership 2022-23

Leading for Sustainable development in Mathematics supporting Primary Leadership

Mixed-age teaching. Research and Innovation Work Group 2022-23

Knowledge for teaching mathematics with mixed-age classes

This work Group is designed to support primary teachers and leaders of mathematics in mixed-age classes to develop the subject and pedagogic knowledge to effectively teach for mastery.

 Who can take part?

Classroom teachers and mathematics leaders in primary schools with mixed-age classes.

 What does it involve?

This is a ‘research and innovation’ work group enabling participants to develop an aspect of Teaching for Mastery in their own schools. We will work together on the subject knowledge required to effectively teach mixed-age lessons.

 

Years 5-8 Continuity Work Group 2022-23

Strengthen the transition from primary to secondary school:

Who can take part?

This project is for both primary and secondary schools. It may be particularly suitable for linked ‘families’ of schools: primary, secondary, etc. A ‘family’ could be a secondary school and their associated (feeder) primary schools or groups of schools from within a MAT. Lead participants should be teachers of Years 5-8, ideally with some responsibility for curriculum development.

What is involved?

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.