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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.

Key Stage 4 to 5 Transition

This is a Research and Innovation Work Group (RIWG) designed to meet a need identified locally. It is well known that many students struggle with the demands of A Level Maths, particularly early in the course. This Work Group intends to look at the issues contributing to this and find workable solutions with input from both 11-16 schools and colleges.

Mastery Development Work Groups

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.

Bury Maths Cluster – in partnership with The Derby High School

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 and our host school, The Derby High, for the Bury Maths Cluster meeting.


Specialist Knowledge for Teaching Maths – Secondary Early Career Teachers

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.

Specialist Knowledge for Teaching Maths – Secondary Non-Specialists

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.


Years 7-11 Coherence Work Groups

Bookings now open for 2021/22.

This programme enables participant teachers to work together to ‘unpick’ (i.e. analyse, deconstruct and trace through the curriculum) a challenging topic from GCSE Mathematics.

Previously known as ‘Challenging Topics at GCSE’, the name of this programme has been changed for 2021/22 to more accurately reflect the work undertaken, as well as to convey the importance of curriculum coherence.

Participants will develop insight into the associated difficulties and misconceptions to support teaching in the short term, but also consider the implications for longer term curriculum design.

Workshops will provide opportunities for teachers to identify and analyse a key challenging topic area, to work collaboratively to develop pedagogical approaches to it, and to evaluate and discuss after teaching. There will be school-based tasks for participants to engage with between each meeting.

Mathematical Thinking for GCSE

Bookings now open for 2021/22

The key aim of this programme is to support teachers in developing their understanding of mathematical thinking as it relates to problem-solving and reasoning, using practical task types to explore what it means for students to get better at mathematical thinking, and what this looks like in the classroom.

Exam boards often note that, when students come to GCSE exams, AO2 and AO3 are frequently poorly addressed. Through collaborative professional development, this programme will help teachers become better equipped to help all students develop their mathematical thinking.

Y5-Y8 Continuity Work Group

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 a Work Group in each of our 5 boroughs – Bury, Manchester, Oldham, Rochdale and Stockport – and are recruiting Secondary schools and their feeder Primary schools to take part.



KS3/4 Problem Solving

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.