Our Projects

Early Years Work Groups

Best practice in Early Years maths can have a significant positive impact on pupils’ learning of maths at KS1 and beyond. This project enables participants to explore how good practice in the early learning of mathematics can promote a ‘bottom up’ approach to strategies for teaching and learning in primary maths, especially when a mastery approach is used in KS1. Work Groups are aimed primarily at Reception teachers in schools that have adopted mastery.

Specialist Knowledge for Teaching Mathematics Programme

Participants in this project – which is available for both EY practitioners and TAs – will develop their mathematical subject knowledge in conjunction with understanding the pedagogy that underpins the teaching of it. Understanding of mathematical structures will be explored so participants gain a detailed understanding of how children learn early mathematical concepts.

NCETM Accredited PD Lead Programme

This ongoing work in the Sussex Maths Hub is for practitioners involved in leading the professional development of colleagues and seeking to gain accreditation as an NCETM Accredited Professional Development Lead. Participants will take part in three face-to-face days (bespoke to Early Years) over the course of 2019/20. These generate institution-based work and individual study to be undertaken in between. Practitioners will plan, run and evaluate a professional development programme for a group of colleagues, and record their planning, evaluation and reflection.
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Primary Teaching for Mastery Development Work Groups

This project is part of the continuing programme to develop teaching for mastery in maths in primary schools. The Sussex Maths Hub has a team of Primary Mastery Specialists who have taken part in national training. Each of these specialists leads a group of 6 or 7 schools in developing their approach to teaching for mastery, through collaborative CPD and bespoke in-school support. Primary teachers interested in developing mastery in their school are invited to join this exciting large-scale project.

Primary Teaching for Mastery Embedding Work Groups

Teachers and schools who took part in mastery development Work Groups in 2018/19 can continue to embed mastery by joining this project. Ongoing support and professional development are available as schools embed teaching for mastery in every classroom, and secure a whole-school approach to sustained change in maths.

Mastery Readiness Work Groups

This project will develop consistent approaches to vital skills and practices for schools not yet in a position to access the main teaching for mastery Work Groups. Participant schools will access free workshops and regular high-quality bespoke support from a trained Mastery Readiness Lead. They will then get priority to participate in Teaching for Mastery Work Groups in Autumn 2020, complete with the associated funding.

Lesson Design: Depth of learning for all

This is a primary teaching for mastery focused issue. The project will focus on designing effective lesson plans. It will make use of key resources such as the Primary Mastery Professional Development Materials and textbooks in planning that embeds a mastery approach. For schools that have taken up the textbook funding, this project will provide the opportunity to reflect on how they can be best used to support teachers, through the planning process, to develop subject and pedagogical knowledge.

Intervention in a mastery context

This is a primary teaching for mastery focused issue. This project will consider different models of intervention in a teaching for mastery context to ensure that maths teaching has maximum impact for all children. Teachers and leaders will further their understanding of teaching for mastery by using case studies to inform their practice. They will trial an intervention model of their choice, and will document their observations to share with others.

Mixed age planning in the context of teaching for mastery

This is a primary teaching for mastery focused issue. The project will involve the trialling and reviewing of a range of approaches to deal with the issue of planning for mixed age classes in a mastery context. Participants will explore current work and case studies from the Work Groups which have previously looked at this issue. Teachers will be able to engage with the approaches in their own schools and evaluate the impact on pupils. The Primary Mastery Professional Development Materials will underpin the work and provide a structure for planning.

Y5 to Y8 Continuity Work Groups

Teachers from different phases will work together to improve communication between Key Stages 2 and 3. Participants will take an aspect of the mathematics curriculum or a pedagogical approach as the focus for their work and develop a consistent approach to it through discussion, joint lesson design and delivery, observation and the development of documentation to support continuity.

Specialist Knowledge for Teaching Mathematics Programme

Primary teachers and teaching assistants wishing to develop enhanced mathematical subject knowledge to improve their maths teaching are invited to take part in this project. Participants will develop deeper, more connected understanding of topics on the primary maths curriculum. They will also explore how children learn mathematical concepts and ways to support this. The approaches developed will be consistent with teaching for mastery.

Primary Mastery Specialists Programme (Cohort 5)

This project is for primary teachers who wish to develop their knowledge and expertise in mastery so they can support teachers in their own and other schools. It involves three two-day residential training sessions and gap tasks which are completed between sessions. Mastery Specialists work in Sussex to support other schools looking to introduce mastery.

NCETM Accredited PD Lead Programme

This ongoing work in the Sussex Maths Hub is for teachers involved in leading the professional development of colleagues and seeking to gain accreditation as an NCETM Accredited Professional Development Lead. Participants will take part in three face-to-face days (bespoke to primary) over the course of 2019/20. These generate institution-based work and individual study to be undertaken in between. Teachers will plan, run and evaluate a professional development programme for a group of colleagues, and record their planning, evaluation and reflection.
[Download Flyer]

Maths SLE School Improvement Support Programme

Mathematics SLEs (or aspiring SLEs) participating in this project will be supported in developing their approaches to maths school improvement work. The project will provide a regional support programme for participants through termly workshops and an online community.
[Download Flyer]

Secondary Teaching for Mastery Development Work Groups

In this project, two teachers from each of two schools will become ‘Mastery Advocates’ within their own departments. These participants form a Work Group and work closely with a Secondary Mastery Specialist to understand the principles and practices associated with teaching for mastery. As the project develops, they will begin to work with teachers within their own departments to embed these principles and practices.

Secondary Teaching for Mastery Embedding Work Groups

Teachers and schools who took part in mastery development Work Groups in 2018/19 can continue to embed mastery by joining this project. Ongoing support and professional development are available as schools embed teaching for mastery in every maths classroom, and secure a department-wide approach to sustained change in maths.

Mathematical Thinking for GCSE Work Groups

This offers teachers and their departments high-quality support to address the reasoning and problem-solving challenges of the maths curriculum and its assessment at GCSE. Much expertise and exemplification has built up over the years as part of this work. Participants will access this work to stimulate further developments and collaborations. Professional development activities will focus on practical and accessible classroom-based approaches.

Challenging Topics at GCSE Work Groups

In this project, Work Groups consist of teachers working together to unpick a challenging topic. Participants 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. The approaches developed can be used across mathematical areas and key stages.

Y5 to Y8 Continuity Work Groups

Teachers from different phases will work together to improve communication between Key Stages 2 and 3. Participants will take an aspect of the mathematics curriculum or a pedagogical approach as the focus for their work and develop a consistent approach to it through discussion, joint lesson design and delivery, observation and the development of documentation to support continuity.

Supporting Post-16 GCSE Resit Work Groups

This project aims to explore effective ways of teaching key content of the new GCSE to resit students. Working collaboratively, teachers of resit groups from schools, colleges and FE will develop and share effective ways to approach GCSE, with a focus on issues particularly affecting this sector such as: student confidence and motivation, condensed timeframe, and large student numbers.

Supporting Core Maths Work Groups

This project provides support for departments offering Core Maths. It enables teachers to develop robust teaching approaches through collaboration and effective use of existing resources. The Work Group is run in partnership between the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP). Participants will gain understanding of the philosophy of Core Maths – with its approach to maths through contextualised problem-solving – and will appreciate the different Core Maths courses.

Developing Pedagogy in A Level Mathematics

This project provides support for developing the quality of teaching in response to the demands of the new specifications for A level Mathematics and Further Mathematics. Run in partnership with the AMSP, Work Groups in this project aim to develop knowledge of content and requirements of the new A levels and understand the purpose of the overarching themes.

Secondary Mastery Specialists Programme (Cohort 3 / Cohort 4)

This project is for secondary teachers who wish to develop their knowledge and expertise in mastery so they can support teachers in their own and other schools. It is a three-year programme which involves residential training sessions, in-school development, and gap tasks which are completed between sessions. Mastery Specialists work in Sussex to support other schools looking to introduce mastery.

NCETM Accredited PD Lead Programme

This ongoing work in the Sussex Maths Hub is for teachers involved in leading the professional development of colleagues and seeking to gain accreditation as an NCETM Accredited Professional Development Lead. Participants will take part in three face-to-face days (bespoke to secondary) over the course of 2019/20. These generate institution-based work and individual study to be undertaken in between. Teachers will plan, run and evaluate a professional development programme for a group of colleagues, and record their planning, evaluation and reflection.
[Download Flyer]

Maths SLE School Improvement Support Programme

Mathematics SLEs (or aspiring SLEs) participating in this project will be supported in developing their approaches to maths school improvement work. The project will provide a regional support programme for participants through termly workshops and an online community.
[Download Flyer]

Supporting Post-16 GCSE Resit Work Groups

This project aims to explore effective ways of teaching key content of the new GCSE to resit students. Working collaboratively, teachers of resit groups from FE and schools will develop and share effective ways to approach the new GCSE, with a focus on issues particularly affecting this sector such as: student confidence and motivation, condensed timeframe, and large student numbers.

Supporting Core Maths Work Groups

This project provides support for departments offering Core Maths. It enables teachers to develop robust teaching approaches through collaboration and effective use of existing resources. The Work Group is run in partnership between the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP). Participants will gain understanding of the philosophy of Core Maths – with its approach to maths through contextualised problem-solving – and will appreciate the different Core Maths courses.

Developing Pedagogy in A Level Mathematics

This project provides support for developing the quality of teaching in response to the demands of the new specifications for A level Mathematics and Further Mathematics. Run in partnership with the AMSP, Work Groups in this project aim to develop knowledge of content and requirements of the new A levels and understand the purpose of the overarching themes.

NCETM Accredited PD Lead Programme

This ongoing work in the Sussex Maths Hub is for teachers involved in leading the professional development of colleagues and seeking to gain accreditation as an ‘NCETM Accredited Professional Development Lead’. Participants will take part in three face-to-face days (bespoke to post-16) over the course of 2019/20. These generate institution-based work and individual study to be undertaken in between. Teachers will plan, run and evaluate a professional development programme for a group of colleagues, and record their planning, evaluation and reflection.
[Download Flyer]

Maths SLE School Improvement Support Programme

Mathematics SLEs (or aspiring SLEs) participating in this project will be supported in developing their approaches to maths school improvement work. The project will provide a regional support programme for participants through termly workshops and an online community.
[Download Flyer]

What is a Work Group?

The Work Group is the model of professional and school development used in most Maths Hubs projects.

A Work Group is:

  • comprised of a group of schools who work on something together, normally over the large part of a school year, typically with one or two teachers from each school acting as lead participants
  • led by a teacher or former teacher, expert both in the area of maths education in question and in leading teacher professional development
  • normally part of a national collaborative project, which supports the Work Group Leads and seeks to ensure lessons are learned from around the country.

Schools in every Work Group:

  • work towards outcomes linked to teachers’ professional learning, their practice development, the learning of the pupils they teach, and new approaches and policies in maths teaching across their school or department
  • maintain a focus on the classroom, often planning, observing and refining lessons together
  • evaluate the outcomes of the Work Group’s activity, with collated findings being fed into the national picture and used to inform future work.

In some teaching for mastery projects, the Work Group has previously also been referred to as a Teacher Research Group (TRG). The characteristics of a TRG are exactly the same as a Work Group.

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