Secondary Teaching for Mastery

Developing collaborative planning/observation within maths departments

Who can take part?

This opportunity is for schools in England that have previously participated in a Secondary Teaching for Mastery Work Group or that have a trained Mastery Specialist in their department.

Participants should be well placed to lead change within the department.

What is involved?

Participants work with a small group of local schools, led by an experienced Mastery Specialist, to implement teaching for mastery approaches across their department.

Work Groups provide opportunities for lesson observation and collaborative planning.

The focus of each Work Group will be determined by local need and context, with Maths Hubs working with their participant schools informed by the subject leader community to identify and respond to their priorities.

For all participant schools there is also an expectation that the subject leader participates in a subject leader community (NCP26-15).

What is the cost?

The Secondary Teaching for Mastery Work Group project is fully funded by the Maths Hubs Programme so is free to participating schools.

iStock_000003729440XSmall

What are the intended outcomes?

Student outcomes

In almost all classes within the department, students will:

develop a deep, secure and connected understanding of the maths they are learning
achieve both conceptual understanding and procedural fluency
think, reason and discuss their maths in order to deepen their understanding
have a positive attitude to maths and attain high levels of achievement in maths.

Practice development

Participants and their departments will:

continue to develop classroom practices aligned to those in the NCETM’s Essence of Mathematics Teaching for Mastery
collaborate to create a coherent curriculum in a culture of professional learning
develop and implement a coherent and ambitious sustained development plan with clear aims based on evidence of need, and an associated professional development programme which will support all departmental members in meeting these aims.

Professional learning

Participants and their departments will:

have a deep understanding of the practices aligned to those in the NCETM’s Essence of Mathematics Teaching for Mastery
understand the value of collaboration in creating a coherent curriculum in a culture of professional learning
have a clear understanding of the leadership and management support required to enable them to effectively develop teaching for mastery approaches within their own departments
understand the principles and practices behind the creation of a coherent and connected curriculum which promotes teaching for mastery
understand the benefits of collaborative professional development.

'The percentage of pupils achieving a grade 4 or above improved significantly, almost reaching our stretch target. Despite this, the drive to improve continues (as it should do), with a focus on improving 5+ and 7+ as well this year.

We have adopted the White Rose SOW in Y7-9. I thought I would go 'all in' as it were, as it meant that we can already begin to start thinking how we can adapt the baseline curriculum on a larger scale. We will be moving to White Rose in Y10 next year and Y11 the year after - at least that is the current plan. Staff are enjoying the resources and we are fitting in nicely with a lot of the whole school foci, such as the importance of recall and retention (WR is great for that).

Weighing it all up, I don't think we would be in such a positive position this year without the work we did with your group last year. I have filled in the application form and am only waiting on Lucy to sign it off. Forecasts for this year are also looking very positive, so I hope to continue this trend'.

Participant on Developing TfM 2024/2025 with Helen Billinge

How can I get involved?