What is Teaching for Mastery?
Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give students the best chances of mastering maths. Behind all NCETM and North North West Maths Hub’s work in the field of teaching for mastery are Five Big Ideas, all informed by research evidence and classroom experience. The diagram below helps bind these ideas together:
For more detail on teaching for mastery, including case studies, lesson videos and professional development materials, see the NCETM mastery pages
The teaching for mastery Journey
Teaching for Mastery is a Department for Education initiative launched in 2016 to transform the teaching and learning of mathematics across England. The long-term aim is for all schools to adopt the Teaching for Mastery approach, with regional Maths Hubs—like the NNW Maths Hub—leading this work.
NCP26-01 – Primary Mastery Specialist Programme (Cohort 12) Applications now closed for 2026/27 - register on waiting list
Lead mastery, inspire colleagues, transform whole‑school maths.
This prog
ramme is for primary teachers with strong maths expertise who want to lead mastery across their school. It helps participants deepen their pedagogical understanding through the Essence of Mathematics Teaching for Mastery. Teachers develop both their own classroom practice and the capacity of colleagues.
Want to know more? Explore the details below or get in touch with us at hello@nnwmathshub.org.uk — we’d love to chat.
NNW Maths Hub Deadline for Applications: 12th April 2026
Find out more and apply below.
NCP26-03 – Secondary Mastery Specialist Programme (Cohort 11) Applications now closed for 2026/27 - register on waiting list
Build strong foundations in mastery to influence future departmental practice.
This
programme is aimed at secondary maths teachers with at least two years’ experience who want to develop mastery pedagogy in their own classroom. Participants build secure subject and pedagogical knowledge linked to teaching for mastery. It provides a foundation for later leadership within the department..
Want to know more? Explore the details below or get in touch with us at hello@nnwmathshub.org.uk — we’d love to chat.
NNW Maths Hub Deadline for Applications: 23rd April 2026
Find out more and apply below.
NCP26-09a Primary Teaching for Mastery – INTRODUCTORY Work Group (First Year – 2026-27)
Begin your whole‑school mastery journey with confidence and clarity.
This programm
e is for primary schools beginning their mastery journey in September 2026, involving the maths lead and a second teacher. Participants build a shared vision, develop strong systems and improve lesson design. It supports whole-school adoption of mastery principles.
NCP26-09b Primary Teaching for Mastery – INTRODUCTORY Work Group (Second Year – 2026-27)
Continue your whole‑school mastery journey with confidence and clarity.
This programme is for primary schools continuing their mastery journey in September 2026, involving the maths lead and a second teacher. Participants build a shared vision
, develop strong systems and improve lesson design. It supports whole-school adoption of mastery principles. This programme is only open to schools who participated with the first year of the programme in 2025-26. For schools looking to start their mastery journey, please see NCP26-09a.
NCP26-11 Primary Teaching for Mastery Work Group 26-27
Deepen and sustain mastery to achieve long‑term, school‑wide impact.
This programme is for primary schools with at least two years of mastery involvement. It deepens practice, strengthens system leadership and enhances collaborative planning
. Participants continue refining mastery approaches for improved outcomes
NCP26-14 Secondary Teaching for Mastery Work Groups 26/27
Embed mastery across your maths department through expert collaboration.
These Work Groups are for secondary schools already engaged in mastery. Teachers develop collaborative planning, coherent curriculum design and deeper mastery practi
ce. Departments build sustainable professional learning structures