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All of our Post 16 programmes are run jointly with Turing NW Maths Hub, please find out more here:


Key Stage 4 to 5 Coherence

This is a Research and Innovation Work Group aiming to meet a need found locally.

Why this?

Teachers and students know the transition to Post 16 Maths is challenging. We want to host collaboration that will make a difference so that students succeed!

New to Teaching Core Maths

This programme is for teachers who are in the first two years of teaching Core Maths and are teaching a Core Maths class during the academic year 2023 – 24. This training is designed for staff seeking to deepen their understanding of the content and gain ideas for teaching the course.

Developing Core Maths Pedagogy

Do you want to make real, sustainable changes in your Core Maths Classroom?

Do you want to share, swap, steal and borrow excellent resources and teaching tips from like-minded colleagues?

Do you want high quality CPD that you can actually put into practice?

Practical Pedagogy: Developing A Level Pedagogy

This programme provides national support for the effective development of pedagogy in the teaching of A level Mathematics to enhance the quality of teaching and the conceptual understanding of students.

The aim is to develop and sustain regional communities of practice involving collaboration between teachers. The focus is on developing pedagogy in A level Maths teaching, and developing participants as leaders of A level teaching professional development in their own school or college. This programme is run in conjunction with the Advanced Mathematics Support Programme (AMSP).

Supporting Low Attainers to Achieve a L2 Qualification in Mathematics

This Work Group replaces the previous GCSE Resit NCP.

In Years 10 and 11, it becomes apparent that some students will need to continue their mathematical studies beyond the age of 16 in order to achieve a Level 2 maths qualification. In this NCP we will consider the mathematical learning experience of these students in order to provide greater coherence to their learning across the phases.

Participants’ departments will, through shared good practice, become more effective in supporting students whose route towards a Level 2 qualification crosses phases of education.