Our nationally accredited professional development programmes support all teachers of GCSE mathematics by sharing best practice and by deepening understanding of the subject knowledge and pedagogy.
This fully funded programme is for secondary schools who are looking to introduce and develop a Teaching for Mastery approach within their maths department.
Each school is invited to nominate two teachers as ‘Mastery Advocates’ to form part of a Work Group, which meets regularly to develop professional knowledge and expertise. Led by one of our experienced Secondary Mastery Specialists, you will learn the principles and practices associated with teaching for mastery.
Are you a secondary maths teacher at a school in Bury? Would you like the opportunity to discuss and work collaboratively with other maths teachers in Bury?
Join NW1 Maths Hub for the Bury Maths Cluster meeting.
This project is designed to support secondary early career teachers (teachers in their first two years of teaching) in developing specialist knowledge for teaching mathematics, thus enabling them to understand, teach and support students in maths in the classroom.
Participants will work deeply on one area of maths, drawing in the associated pedagogy, and activities will include lesson analysis and lesson design. This programme will take place across the equivalent of four days.
This programme 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 pupils in maths in the classroom.
Drawing on best practice established by the Teacher Subject Specialism Training (TSST), this programme consists of 6 days which will be delivered face to face, in a Manchester school venue.
The main focus of this popular Problem Solving Work Group, led by Marisa Bartoli, Director of Mathematics, Laurus Trust, is to develop a large region wide network of subject specialists. Working together collaboratively, participants will develop pedagogy, resources and materials that help colleagues develop deeper mathematical understanding for their students. The aim of the group is to improve the teaching of mathematics in the local area, providing theoretical background and training to be able to take the ideas discussed further.
The group is intended to address the developmental needs of maths teachers in secondary schools while offering the opportunity to develop leadership skills. It also provides support for existing practitioners making decisions about the mathematics curriculum and how best to support pupil’s development under a cognitive load theory, existing discourse and the need to recover curriculum time lost under these unprecedent circumstances (Covid-19).
The focus for this academic year is to support the development of students’ problem solving skills “within a teaching for mastery (TfM) context”. This allows colleagues to see first-hand the benefits of being engaged in secondary TfM programs and also helps identify future Local Leaders of Mathematics (LLMEs) for NW1.
The key aim of this programme is to strengthen the transition from primary to secondary school by focusing on curriculum and pedagogical continuity over Years 5 to 8.
A key theme is multiplicative reasoning and content will include developing a deeper understanding of multiplicative structures, such as fractions, decimals, percentages and ratios.
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 is encouraged wherever possible. Participants are expected to consider ways to develop the approaches explored during the project with other staff in their schools.
We are running Work Groups covering each of our 5 boroughs – Bury, Manchester, Oldham, Rochdale and Stockport – and are recruiting Secondary schools and their feeder Primary schools to take part.
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.