Workshop Dates

Workshop 1 - Thursday 18th January - 1315-1545 - Online

Workshop 2 - Wednesday 28th February - 1315-1545 (This will be taking place in two locations - Hereford (Herefordshire Group Training Association) and Telford (AFC Telford). We will allocate you to the one nearest to your school, unless you state otherwise)

Workshop 3 - Tuesday 19th March - 1315-1545 - Online

Workshop 4 - Monday 17th June - 1315-1515 - Shrewsbury Town Football Club (Celebration Event)

When booking, please note the dates and times in your diary, and submit your cover request in school.

A key aim of the NCETM and Maths Hubs is to develop successful secondary mathematics departments that are well led and that provide ongoing subject professional development through collaborative working both within and between departments. To achieve this, it is vital that the department as a whole has systems, policies and ways of working which support ongoing sustainable improvements in teaching and learning, including the collaborative professional development structures which are needed in order to develop and embed these approaches.

This project provides a structure and stimulus for that work. 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 student 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 community of subject leaders.

This project provides an opportunity for participants to deepen their understanding of teaching approaches; of their wider roles; and of their capacity with their colleagues to transform secondary maths learning. They will work collaboratively with other subject leaders, discuss developments and engage with research, and use this experience to inform their work in leading and developing maths education in school.

Who will be leading the group?

Sally Bamber and Steve Waterhouse

Dr Sally Bamber is the lead for the Secondary Mathematics PGCE at the University of Chester. She moved into teacher education in 2007 following 15 years mathematics teaching experience in four diverse schools. Sally is part of a pilot project accrediting the NCETM PD Lead to post-graduate credits. She is an active member of the British Society for Research into Learning Mathematics and the Association of Mathematics Education Teachers. Half of Sally’s University role is the design and implementation of classroom based research projects involving collaborative lesson design intended to raise attainment in GCSE mathematics for middle to lower attainers. Sally is a member of the SHaW Maths Hub Strategic Board and chair of the Cheshire and Wirral Maths Hub Strategic Board.

Steve Waterhouse is a Secondary Maths Leader and NCETM Accredited Teaching for Mastery Secondary Specialist Teacher, with PD Lead Accreditation. Steve is also an NCETM accredited SLE. 

Who is it for?

This project is designed for existing secondary heads of department/subject leaders. The project is open to heads of department in schools already involved with Maths Hubs, and to those whose schools are not yet involved.

Second in departments who are leading a key stage curriculum are welcome too.

What are the intended outcomes?

Student outcomes

In almost all teachers’ classes, students will:

• develop a deep, secure and connected understanding of the maths they are learning 
• achieve both conceptual understanding and procedural fluency
• think, reason and discuss their maths in order to deepen their understanding
• have a positive attitude to maths
• reach high levels of attainment in maths.

Whole school/departmental policies and approaches

Subject leaders will:

• promote and develop a shared vision, culture and set of principles for teaching and learning in maths
• ensure coherence in the curriculum and provide support for teaching for mastery across the department
• develop a coherent and ambitious action plan focused on improving outcomes for students and the needs of teachers
• ensure that there are structures in place which support the work of all members of the department and allow dedicated time for collaboration and development with shared responsibility for developing pedagogy.

Practice development

Subject leaders will:

• lead and manage the department effectively in order to promote and develop teaching for mastery approaches within their own departments
• develop a coherent and connected curriculum which promotes teaching for deep and sustainable understanding
• develop collaborative ways of working within the department to support ongoing developments 
• develop in their ability to identify areas for development and lead change towards these
• develop their own expertise in planning and leading effective professional development with their department.

Professional learning

Subject leaders will:

• have a deep understanding of the vision, principles and pedagogy associated with teaching for mastery
• have a clear understanding of the leadership and management skills required to enable them to effectively promote and develop principled teaching approaches within their own departments
• understand the principles and practices behind the creation of a coherent and connected curriculum which promotes teaching for deep understanding
• understand the benefits of collaborative professional development for sustained development of professional knowledge and practice within a department.

Community culture

Subject leaders will:

• report that they value the opportunity to connect with their community and build wider professional relationships
• have their thinking constructively challenged and develop new ideas, including through critical engagement with research and other literature
• through engaging with peers, gain confidence in articulating their vision for maths to senior leaders, including developing objective criticality towards educational initiatives
• demonstrate evidence of an ongoing learning culture when they gather.

What is the cost?

Funded by DfE so participation is free for schools