Quotes on teaching for Mastery 

I started working with the Mobius hub last September when my school enrolled on the Teaching for Mastery Developing programme. Through this programme, Mastery became so clear to me and through this workgroup it has enabled me to really develop my own practice and that of my school. I loved being part of this workgroup so much that it inspired me to want to help others on their Mastery journey similarly to how my workgroup lead, Angus, had. Since the start of my experience within the Mobius hub last year, I am now training to be a Cohort 8 Mastery specialist and my school have progressed on to the Teaching for Mastery Embedding programme. Working within the Mobius hub not only empowers me as a professional to improve my own practice and ensure I am delivering high quality mathematics lessons to my children, but it also means that within my school, we are working to improve our mathematical culture within our school to ensure that we provide the best possible education for our learners so that all children have a positive experience of mathematics and that all learners are together on their mathematical learning journey.   Charlotte, Moredon Primary School - Primary Mastery Specialist.

We are in year 2 of mastery roll out. So we have split the department into 2 teams. A year 7 team and a year 8 team. Each teacher then has 2 parallel classes in that year group and no classes in the other year group. We then run after school collaborative planning meetings every Tuesday after school. Year 7 teachers attend on week A and year 8 teachers attend on week B to lessen the load on teachers. The benefit of this has been reducing workload for teachers, while secretly running cpd on the best way to deliver the material and ensuring consistency across the departments. Lesson observations for performance management at the end of last half term showed that now having shared mastery lessons, mastery planning and continual cpd in fortnightly meetings that mastery elements were now embedded in all year groups and as part of teachers good practice in a classroom. This could be seen in the form of variation theory in their choice of questions, interleaving of previous taught skills through lesson activities, the use of physical manipulatives and pictorial representations. Having been working with many of these teachers and observing their lessons for over 13 years the change in their practice was noteable and the environment, ambience and general buzz of learning in their classrooms was amazing to see. I feel our year 11s are going to be the best prepared year 11s we have ever had, because they are benefiting from the better pedagogical approach being used in their lessons to drive learning.  Katy, St Crispins - Head of Maths & Computing .