Work Groups for Secondary
The London SW Maths hub will deliver nationally coordinated projects being run by the maths hub network in 2019/2020 in the following areas:
Secondary Teaching for Mastery Development Work Groups
Recruitment is now underway for Secondary Teaching for Mastery Work Groups schools for 2019/20. Schools that want to introduce and embed Teaching for Mastery can nominate two teachers to join a Work Group. See more details on the news page and how to apply.
Y5-Y8 Continuity Development
The project aims to improve communication between Key Stages 2 and 3 by taking an aspect of the mathematics curriculum or a pedagogical approach as the focus for the work.
Teachers from different phases work together to develop a consistent approach to their chosen aspect through discussion, joint lesson design and delivery, observation and the development of documentation to support continuity. As a result, channels of communication are established and there is an increased focus on curriculum and pedagogical continuity at key transition points which supports children as they move from KS2 to KS3.
Subject Knowledge Enhancement for Support Staff
To develop the use of Subject Knowledge for Teaching Mathematics programmes for Secondary TA's to enable them to understand, teach and support pupils in mathematics in the classroom.
Mathematical Thinking for GCSE Effectiveness
This Work Group offers teachers and their departments high quality nationally coordinated support to address the reasoning and problem-solving challenges of the mathematics curriculum and its assessment in the new GCSE.
Many departments will be considering not only the long-term development of these skills across KS3 and into KS4, but also the immediate needs of current KS4 pupils facing the challenges of the new GCSE. This Work Group aims to support both these aspects through professional development activities focusing on practical and accessible classroom-based approaches.
Participation also offers opportunities for the engagement of the whole department and hence could provide the basis of an effective department improvement programme in this area. The PD activities themselves also offer a model for wider department improvement processes.