Primary Mastery Specialist Programme 2024-25
Our Primary Mastery Specialist programme is an opportunity for primary teachers to become leaders in teaching mastery in mathematics. The Mastery Specialist programme is for those maths teachers who want to become an expert in teaching for mastery and work towards supporting other schools.
The programme is supported by fully funded training from Maths Hubs and NCETM experts.
(NCP24-07a) Mastering Number for Reception & Key Stage One - 2024-25 - Applications closed for September 2024
Join our KS1 Mastering Number Programme to hep secure firm foundations in the development of good number sense for all your 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.
Please note that only schools who have not previously participated in Mastering Number are eligible to apply.
Apply today as places are limited. Deadline for applications: 20th March 2024.
(NCP24-07b) Mastering Number for Reception and Key Stage One - Embedding the Impact - 2024-25
Support for schools that have already engaged in Mastering Number
What is involved?
This community is for schools who have already engaged in Mastering Number. One nominated Lead Teacher will receive support to make Mastering Number a permanent element of the school curriculum.
The Lead Teacher will engage in an online learning community and have continued access to all teaching materials, recording of central sessions, and sample teaching videos.
Please note that all schools engaged with this programme are also participating in one of NNW Maths Hub Primary Teaching for Mastery Programmes
(NCP24-06) Mastering Number for Key Stage Two - 2024-25
Secure firm foundations in multiplicative relationships.
What is involved?
Knowledge of multiplication and division and its applications forms the single most important aspect of the KS2 curriculum, and is the gateway to success at secondary school. This project enables pupils in Years 4 and 5 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.
Professional development materials will be provided to cover five short sessions a week, with participants expected to support colleagues in their year groups to use the resources with all Year 4 and 5 classes.
What is the time commitment?
Three workshops for lead teachers (one a term) throughout the year.
Attend Work Group session lead by NNW Maths Hub Mastering Number KS2 Work Group Lead once at term.
Engagement with online community throughout the year.
Please read the application criteria at the top of the registration form before completing an application.
(NCP24-08) Primary Mastery Readiness Programme 2024-25
- Take a step into the primary Teaching for Mastery Programme.
What is involved?
Lots of schools are ready to start their mastery journey, and some would benefit from initial support before becoming part of the full programme.
Schools with additional challenges need bespoke support to ensure their systems and cultures are conducive to a teaching for mastery approach. Those who are not yet ready to join a Teaching for Mastery Development Work Group will prepare for implementing a teaching for mastery approach which is embedded and sustained across the whole school. This will involve receiving support from Mastery Readiness Leads, and developing classroom culture and attitudes to maths that will support a teaching for mastery approach, both on the part of teachers and their pupils.
What is the time commitment?
The Lead participants will be expected to attend all workshops and be able to take part in regular school visits across the academic year 2024/25.
After the year-long programme, Mastery Readiness schools will be ready to progress into Development Work Groups and beyond.
(NCP24-09) Primary Development Work Group Programme 2024-25
Part of the continuing programme to develop teaching for mastery in maths in primary schools.
What is involved?
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.
Two teachers from each participating school join a Work Group, consisting of around six local primary schools. Each Work Group is led by a trained Primary Mastery Specialist. Work Groups meet regularly to plan, observe, and discuss teaching for mastery. In between meetings, teachers explore mastery approaches in their own classrooms and across their school.
Support is provided from a local classroom-based Mastery Specialist who leads the group. This model of professional development involves hands-on learning and peer-to-peer support. It is evidence-based and designed to support substantial long-term change.
What is the time commitment?
The Lead participants will be expected to attend all workshops and be able to take part in regular school visits across the academic year 2024/25.
After the year-long programme, Teaching for Mastery Development schools will be ready to progress into Embedding Work Groups and beyond.
(NCP24-10) Primary Teaching for Mastery - Embedding 2024-25
- Collaborative professional development for schools in their second year of teaching for mastery.
What is involved?
The strategic goal of the Teaching for Mastery Programme for primary schools is to establish teaching for mastery approaches so that all pupils develop deep knowledge, understanding and confidence.
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.
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 at least five workshops across the year, plus support from a Mastery Specialist.
What is the time commitment?
The Lead participants will be expected to attend all workshops and be able to take part in regular school visits across the academic year 2024/25.
After the year-long programme, Teaching for Mastery Development schools will be ready to progress into Embedding Work Groups and beyond.
(NCP24-11) Primary Teaching for Mastery - Sustaining 2024-25
Support for schools to make teaching for mastery ‘business as usual’.
What is involved?
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.
Sustaining Work Groups are a permanent form of support where schools can focus on continued improvement, consistency and refinement of teaching for mastery. Teachers, maths leads and headteachers are all involved, looking at collaborative planning and subject knowledge development. The expectation is that schools remain in a Sustaining Work Group for many years to come.
What is the time commitment?
The Lead participants will be expected to attend all workshops.
After the year-long programme, Teaching for Mastery Sustaining schools are expected to continue to engage with the Teaching for Mastery Sustaining programme offered by NNW Maths Hub.
More information on our Teaching for Mastery Sustaining pathways will be shared during the summer term of 2024.
(NCP24-27) Teaching Assistants Specialist Knowledge for Teaching Mathematics 2024-25
Develop mathematical subject knowledge and understand the pedagogy that underpins the teaching of it.
What is involved?
These programmes are designed for primary teaching assistants who are supporting maths, and 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.
This project is designed to improve the subject knowledge and pedagogical knowledge for all practitioners supporting the learning of primary maths.
It supports primary teaching assistants who are supporting maths to develop specialist knowledge for teaching maths, to build on the primary maths National Curriculum, and to develop distinct pedagogical decision-making which will impact on their practice when supporting maths.
What is the time commitment?
Participants will attend the equivalent of four days, where they will collaboratively work on maths tasks, facilitated by Cohort Leads.
There is opportunity for structured conversations in order to unpick the maths, the pedagogy modelled within sessions, misconceptions that pupils have, and how the approaches can be transferred to the participants’ classrooms.
Between sessions, participants contribute to their online community, complete school-based tasks, and share their observations through discussions with peers.
(NCP24-26) Primary Teachers Specialist Knowledge for Teaching Mathematics 2024-25
Develop mathematical subject knowledge and understand the pedagogy that underpins the teaching of it.
What is involved?
-
- 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.
- 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 the equivalent of four days, spread out over a minimum of two terms. Professional learning and practice development continue throughout, with participants implementing new ideas into their daily practice.
What is the time commitment?
- Participants will attend the equivalent of four days, where they will collaboratively work on maths tasks, facilitated by Cohort Leads.
- There is opportunity for structured conversations in order to unpick the maths, the pedagogy modelled within sessions, misconceptions that pupils have, and how the approaches can be transferred to the participants’ classrooms.
Between sessions, participants contribute to their online community, complete school-based tasks, and share their observations through discussions with peers.
(NCP24-28) Primary Early Career Teachers - Specialist Knowledge for Teaching Maths (SKTM) 2024-25
Develop mathematical subject knowledge and understand the pedagogy that underpins the teaching of it.
What is involved?
Participants will be those identified as Early Career Teachers – teachers in their first or second year of teaching.
Whilst recognising the requirements of the Early Career Framework, this programme provides a subject-specific focus for the ECT that enhances the statutory offer, with a focus on the teaching of maths. This is situated in the context of two core mathematical concepts: Number sense, and Additive and multiplicative reasoning.
The programme strikes a balance between developing teachers’ maths subject knowledge and pedagogical content knowledge, alongside classroom practice to support the learning of maths. Participants will attend the equivalent of up to four days of sessions, focusing between sessions on the use of tasks in the classroom.
What is the time commitment?
Participants will attend the equivalent of four days, where they will collaboratively work on maths tasks, facilitated by Cohort Leads.
There is opportunity for structured conversations in order to unpick the maths, the pedagogy modelled within sessions, misconceptions that pupils have, and how the approaches can be transferred to the participants’ classrooms.
Between sessions, participants contribute to their online community, complete school-based tasks, and share their reflections through discussions with peers (including their mentor).
(NCP24-19) Years 5-8 Continuity Work Group 2024-25
Strengthen the transition from primary to secondary:
What is involved?
The project is for those who teach and/or have responsibility for the curriculum in Years 5-8. Participants may be subject leaders or teachers with responsibility for transition in a school. They need to be supported to try out different tasks with their students and be released to attend three full-day workshops.
Work Groups in this project focus on curriculum and pedagogical continuity over Years 5 to 8. Participants will collaborate with colleagues from across KS2 and KS3, working on mathematical tasks together and reflecting on the resulting activity and learning.
What is the time commitment?
Participants are expected to attend the equivalent of three full days of workshops, and to complete school-based tasks between sessions.
Work Group Leads aim to hold sessions in both KS2 and KS3 settings, affording opportunities to see the tasks in different classroom contexts.