Secondary & Post 16 Work Groups 2021/22

For the academic year 2021/22, we are pleased to be able to offer an increased range of Work Groups, enabling the Maths Hub to offer improved support in areas of the secondary and post 16 curriulum which have been impacted by the Covid 19 pandemic. Work group sessions will be a blended mix of online sessions and face to face meetings. 

Don't miss out, register your interest now to be the first to hear when bookings open. 

 

 

Our Work Groups are open to all state funded schools, colleges and nurseries in Wiltshire, Swindon, West Berkshire, Reading, Bracknell Forest and Wokingham.

Secondary

 

How Mobius Maths Hub can help support your Maths Department CPD?

View our Maths Mastery and Work Group planning flow chart to find out.

New for 2021/22

  • NCP 21-15: Secondary Subject Leadership Work Groups

The purpose of this project is to offer focused support to secondary heads of department/subject leaders, to enable them to better understand and implement teaching for mastery approaches across their department, and to develop in their role as leaders of both pupil learning and teacher professional development. 

Participants in their first year of this project will be part of Work Groups exploring common themes, with bespoke adjustments appropriate to local contexts and needs..

In the second and subsequent years of engagement, participants are expected to continue their participation as part of a Maths Hub-led subject leadership community. Find out more....

 

  • NCP 21-18: Years 7-11 Coherence Work Groups

This project focuses on participant teachers working together to analyse, deconstruct and trace through the curriculum a selected key topic area, developing insight into effective teaching approaches, and considering the implications for longer term curriculum design.  This has been the approach for the last few years, so the name of the NCP (formally Challenging Topics at GCSE) has been amended to more accurately reflect the work undertaken as well as to convey the importance of curriculum coherence. Find out more...

 

  • NCP 21-29: Specialist Knowledge for the Teaching of Mathematics (Secondary Early Career Teachers) Communities

This project is designed to support Early Career Teachers (teachers in their first two years of teaching)

It is expected that the local offer will select from one (or more if multiple NCPs are running) of the following themes:

  • designing effective learning and teaching in mathematics (structure of the number system)
  • designing effective learning and teaching in mathematics (operating on number)
  • designing effective learning and teaching in mathematics (multiplicative reasoning)
  • designing effective learning and teaching in mathematics (sequences and graphs)
  • designing effective learning and teaching in mathematics (statistics and probability)
  • designing effective learning and teaching in mathematics (geometry)

The aim of this community is to work deeply on one area of maths, drawing in the associated pedagogy, and will include lesson analysis and lesson design. Other areas of maths could be supported in a second year to maintain the engagement/momentum of this group.

It is expected that this work would be linked to the Early Career Framework so could be viewed as a two-year offer.  Find out more...

 

  • NCP 21-30: Specialist Knowledge for the Teaching of Mathematics (Secondary Non-specialist Teachers) Communities

The programme will support non-specialist teachers in developing specialist knowledge for teaching maths, thus enabling them to understand, teach and support pupils in the maths classroom.

The programme is aligned to the NCETM teaching for mastery pedagogy and is based on six key themes:

  • Structure of the number system
  • Operating on number
  • Multiplicative reasoning
  • Sequences and graphs
  • Statistics and probability
  • Geometry

Find out more...

 Continuing in 2021/22

  • NCP 21-12: Secondary Teaching for Mastery Development Work Groups

This Work Group forms part of an overall Teaching for Mastery Programme designed to develop secondary mathematics departments that are well-led, high-performing and provide high quality professional development through collaborative working.

Two teachers from each of the Work Group schools will become ‘Mastery Advocates’ within their own departments. They will work closely with a Secondary Mastery Specialist to understand the principles and practices associated with teaching for mastery and will be encouraged and supported to work with teachers within their own departments to develop and refine these principles and practices. Find out more...

 

  • NCP 21-17:  Mathematical thinking for GCSE Work Groups

The stated aims of the KS4 Programme of Study are that, through working on the content, pupils should develop mathematical fluency, mathematical reasoning and problem solving. While mathematical thinking is a key feature of all of these, the focus of this Work Group 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 pupils to get better at mathematical thinking and what this looks like in the classroom.

In addition to previous years, there is support available to extend the Mathematical Thinking NCP into a second year in which participants deepen their understanding of mathematical thinking and further develop strategies and structures to support it in the classroom. Find out more...

 

  • NCP 21-19:  Y5-Y8 continuity Work Groups 

Work Groups in this project aim to strengthen the transition from primary to secondary school by focussing on curriculum and pedagogical continuity over Years 5 to 8.  Central to the Work Group is the promotion of cross phase communication between teachers to address issues of maths knowledge and learning transition as distinct from pastoral considerations. The multiplicative reasoning resources and draft algebra resources provide a mathematical focus to the work, although individual Work Groups are free to focus on a different aspect of the KS2/3 curriculum. Find out more...

 

  • NCP 21-24: Working partnerships with ITT providers 

 

Any work undertaken in this project will be in conjunction with the leaders of maths provision in ITT institutions to strengthen the partnership and agree actions that will support the deepening of understanding of teaching for mastery for ITT trainees at an award level.

Work Group design will continue to evolve and learn from examples across the hubs. Previous years have indicated this NCP can be enhanced by working across hub boundaries and collaborating in larger geographical regions.

This year, Work Group Leads will be asked to select from a set of models for working which include:

  • local/regional network meetings that lead to additional partnership work focusing on the issues the network group want to focus on, to strengthen the understanding of teaching for mastery pedagogy
  • local/regional network meetings that review principles of teaching for mastery, share ITT units, adapt them for local use, and review where they sit in the institution’s maths programme
  • developing the expertise of mentors to support trainees in mastery-related maths lesson design
  • observation of specialists’ lessons with follow up discussions about the mastery principles (academics and consider this for trainees) in order to identify specific developments for the overall ITT maths programme in light of current school-based practice.
It is important to note that this Work Group has two sets of outcomes – one focused on the ITT providers, and one focused on Maths Hub leadership. It is expected that, as part of this work, the Work Group Lead will support the hub leadership in identifying aspects to support the transition of these trainee teachers into the first years of teaching and this will impact on the hub offer for early career teachers. Find out more...

 

Post 16

 

  • NCP 21-22: Developing Core Maths Pedagogy 

The primary focus for 21/22 in Core Maths pedagogy is to support Covid recovery. These Work Groups give teachers opportunities, through collaboration and experimentation, to develop improved teaching approaches that support the open-ended problem-solving skills Core Maths students need to develop, and to share these with departmental colleagues. Participant departments will support the role of Core Maths in promoting contextualised problem-solving and links to teaching in other subject areas. Find out more...

 

This NCP provides national support for the effective development of pedagogy in the teaching of A level Mathematics to support Covid recovery, to enhance the quality of teaching and the conceptual understanding of students, and the development of participants as leaders of A level teaching professional development in their own school or college.

This NCP and its Work Groups aim to develop and sustain local communities of practice involving collaboration between teachers in developing pedagogy in their teaching of A level Mathematics. Find out more...

  

  • NCP 21-24: Working partnerships with ITT providers 

Any work undertaken in this project will be in conjunction with the leaders of maths provision in ITT institutions to strengthen the partnership and agree actions that will support the deepening of understanding of teaching for mastery for ITT trainees at an award level.

Work Group design will continue to evolve and learn from examples across the hubs. Previous years have indicated this NCP can be enhanced by working across hub boundaries and collaborating in larger geographical regions.

This year, Work Group Leads will be asked to select from a set of models for working which include:

  • local/regional network meetings that lead to additional partnership work focusing on the issues the network group want to focus on, to strengthen the understanding of teaching for mastery pedagogy
  • local/regional network meetings that review principles of teaching for mastery, share ITT units, adapt them for local use, and review where they sit in the institution’s maths programme
  • developing the expertise of mentors to support trainees in mastery-related maths lesson design
  • observation of specialists’ lessons with follow up discussions about the mastery principles (academics and consider this for trainees) in order to identify specific developments for the overall ITT maths programme in light of current school-based practice.

It is important to note that this Work Group has two sets of outcomes – one focused on the ITT providers, and one focused on Maths Hub leadership. It is expected that, as part of this work, the Work Group Lead will support the hub leadership in identifying aspects to support the transition of these trainee teachers into the first years of teaching and this will impact on the hub offer for early career teachers. Find out more...