Secondary Programmes 2022-23

Secondary Mastery Specialists Programme 2022-23

Our Secondary Mastery Specialist programme is an opportunity for secondary 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.

Click here to find out more >

Secondary Teaching for Mastery Development Programme 2022-23

Who can take part?

Whether you want to take a teaching for mastery approach in your own classroom and department, or introduce mastery in both your own school and beyond, we have a CPD opportunity for you. The NCETM and Maths Hubs are offering funded professional development activities, available in 2022/23.

What is involved?

Secondary maths teachers whose schools want to introduce teaching for mastery can nominate two teachers (‘Mastery Advocates’) to join a Work Group. Mastery Advocates then form part of a locally-based group of teachers who meet regularly to develop professional knowledge and expertise, and receive bespoke support.

In a Teaching for Mastery Work Group, teachers collaborate with colleagues from local schools, and get support and guidance from a Local Leader of Maths Education (LLME). Participants also take away ideas to help students become more confident mathematicians, ready to tackle GCSEs and A levels, and begin to introduce and embed teaching for mastery.

SKTM for Secondary Early Career Teachers 2022-23

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 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

SKTM for Secondary Non-Specialist Teachers 2022-23

This project is designed to support non-specialist teachers teaching maths in a secondary school in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support students in maths in the classroom. It replaces the earlier TSST programme.

Who can take part?

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.”

If there is sufficient space in the cohort, other teachers of maths who do not fit this definition but would benefit from this support may also participate.


Secondary Subject Leadership 2022-23

Who can take part?

The project is for secondary heads of department/subject leaders, and is open to heads of department in schools already involved with Maths Hubs and to those who are not yet involved. In their first year of engagement with this project, participants will be part of a Work Group. In subsequent years they will be part of a Maths Hub-led subject leadership community.

What is involved?

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 2022-23

Who can take part?

The project is for those who lead maths across multiple schools within a MAT, including at least one secondary school. This includes MAT maths leads who are continuing from 2021/22, and new participants. To better engage in the programme, participants are encouraged to have at least one school in a Secondary Teaching for Mastery Work Group in 2022/23, but this is not essential.

What is involved?

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.

Year 5-8 Continuity Work Group 2022-23

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.

Developing Core Maths Pedagogy

Who can take part?

Participants should be experienced and developing teachers of Core Maths from schools and colleges in at least their second year of teaching Core Maths. Where appropriate, participants will be expected to work with colleagues in their own department.

What is involved?

These Work Groups give teachers opportunities, through collaboration and experimentation, to develop improved teaching approaches that support the open-ended problem-solving skills Core Maths students need to develop, and to share these with departmental colleagues. Work Groups may be face-to-face or online and will include school-based activities between workshops.

The project involves a direct working partnership between the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP).

Years 7-11 Coherence 2022-23

Who can take part?

Participants should be secondary school maths teachers. Individuals or ideally pairs of teachers from a department participate, and will work with other members of their department at appropriate points. The project also offers an entry point into developing mastery approaches, or could support a department already involved in the Teaching for Mastery Programme.

What is involved?

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.

Mathematical Thinking for GCSE 2022-23

Discover ways to help GCSE students improve their mathematical thinking

Who can take part?

This is for teachers of KS4 who want to further understand mathematical thinking, and devise related practical classroom strategies. Participants will be expected to lead developments in their own department and so should have the opportunity and authority to do this effectively. The project also offers an entry point into developing mastery approaches, or could support a department already involved in the Teaching for Mastery Programme.

What is involved?

Exam boards often note that, when students come to GCSE examinations, AO2 and AO3 are frequently poorly addressed. This Work Group is designed to meet teachers’ needs in that it provides practical and theoretical elements to support the development of students’ mathematical thinking, whilst offering a manageable structure for collaborative CPD.