What Maths Hubs Are Doing

The sections below summarise nationally coordinated projects being run by the Maths Hub network in 2017-2018.  Each Maths Hub puts together its own programme of Work Groups to run locally, from the selection below, and may be offering some of its own locally-devised Work Groups as well. Maths Hub are currently looking for teachers and schools to who want to take part in these significant professional development opportunities. Contact your local Maths Hub to see which Work Groups it is offering.    

On offer for Early Years practitioners

Work GroupDescriptionCode
Developing Deep Mathematical Learning in Early Years (Subject Knowledge Focus) This Work Group aims to ensure that Early Years practitioners have an awareness of the key concepts in Early Years maths provision and the opportunity to study one concept in greater detail.  This concept will be developed through a focus on subject knowledge, how to plan for challenge, how to develop this provision across the setting and how to ensure professional learning is developed across all staff members.  There will be the opportunity to share examples of practice and to contribute to a developing resource. NCP17-06a
Developing Deep Mathematical Learning in Early Years (Language in Early Years) The importance of language as an indicator of a child’s educational success is long-established, by ongoing language-based projects.  Building on research, this Work Group will focus on the development of mathematical language, identifying best practice in this aspect by promoting a variety in language use and how language structures can be used to elicit deeper thinking. NCP17-06b

On offer for Primary teachers and TAs

Work GroupDescriptionCode
Teaching for Mastery (Primary): Researching and trialling models of intervention to support pupil progress Whole class teaching is becoming embedded across schools using a teaching for mastery approach.  It is evident that models of intervention to support children to keep up need exploring further, to ascertain how schools can best include this vital aspect of teaching for mastery.  This Work Group will research and trial models of same-day intervention to create an evidence base around which models work best. NCP17-08a
Teaching for Mastery (Primary):  What Makes an Excellent Lesson Design? Refining teachers’ understanding of lesson design is a crucial element of developing teaching for mastery.  Teachers in this Work Group will work together to plan exemplar lessons (drawing on new Mastery Professional Development materials produced by NCETM/Maths Hubs) and in so doing will improve lesson design across their school. NCP17-08b
Teaching for Mastery (Primary): Showing evidence of pupil progress, including ‘greater depth’ Teachers from a number of schools will work together to understand what ‘working at expected standard’ and ‘working at greater depth’ might look like and how this could be evidenced.  Participants will focus on collecting evidence and exemplar material in their own school.  It is hoped that the exemplar material from this Work Group could be published to aid other teachers in assessment. NCP17-08c
Improving continuity in maths across the transition between primary and secondary school (year 5 to 8) This Work Group aims to help teachers improve the chances of pupils experiencing a smooth transition in their maths learning between primary and secondary school. The Work Group will address key issues by looking at a specific curriculum area, or pedagogical theme and collaboratively developing models of continuity of approach that support pupils through the transition phase. NCP17-10a
Improving Continuity in Maths across the transition between primary and secondary school:  Y5-8 (Multiplicative Reasoning) Fractions, ratio and proportion have been given a much greater focus in both the recent KS2 and KS3 curriculums and in the new GCSE exams. Deepening pupils understanding of the underlying multiplicative mathematics is crucial to supporting progress across KS2, into KS3 and beyond. This tried and tested Work Group model allows KS2 and KS3 teachers to work together, using specifically designed lessons and research-based professional development materials, to focus on the most effective teaching and learning approaches in this area and to develop a common approach across the primary/secondary transition. NCP17-10b
Mathematics and subject knowledge enhancement (SKE) for Primary teachers This Work Group aims to help primary teachers improve their knowledge of primary mathematics content (subject knowledge) with a particular emphasis on mathematical structures in key areas. Teachers will also develop their understanding of the background pedagogy (how children learn the maths) so that their teaching can be more effective. NCP17-14
Maths Subject Knowledge Enhancement for (Primary) Teaching Assistants This Work Group is designed to enhance and deepen maths subject knowledge and pedagogy for teaching assistants.  Increased confidence in their own subject knowledge, and enhanced awareness of how children gain number sense and learn mathematics will allow TAs to better support children in the classroom and during small group or individual intervention. NCP17-15

On offer for Secondary teachers and TAs

Work GroupDescriptionCode
Secondary Teaching for Mastery This Work Group is to explore areas of practice that are consistent with a teaching for mastery approach to the curriculum.  Maths Hubs will choose to explore a specific area of teaching for mastery, and how it can be used to inform planning and professional development decisions by departments.  Contact your hub for more specific information. NCP17-16
Mathematical Thinking and the new GCSE This Work Group offers teachers and their departments nationally coordinated support to address the reasoning and problem-solving challenges of the mathematics curriculum and its assessment in the new GCSE. This Work Group aims to support both long term development of skills through KS3/4 and the immediate needs of GCSE students, through practical and accessible classroom-based approaches. Participation also offers the opportunity to develop departmental professional development processes and produce longer-term improvement plans. NCP17-09
Improving continuity in maths across the transition between primary and secondary school (year 5 to 8) This Work Group aims to help teachers improve the chances of pupils experiencing a smooth transition in their maths learning between primary and secondary school. The Work Group will address key issues by looking at a specific curriculum area, or pedagogical theme and collaboratively developing models for continuity of approach that support pupils through the transition phase. NCP17-10a
Improving Continuity in Maths across the transition between primary and secondary school:  Y5-8 (Multiplicative Reasoning) Fractions, ratio and proportion have been given a much greater focus in both the recent KS2 and KS3 curriculums and in the new GCSE exams. Deepening pupils understanding of the underlying multiplicative mathematics is crucial to supporting progress across KS2, into KS3 and beyond. This tried and tested Work Group model allows KS2 and KS3 teachers to work together, using specifically designed lessons and research-based professional development materials, to focus on the most effective teaching and learning approaches in this area and to develop a common approach across the primary/secondary transition NCP17-10b
Challenging topics in the new GCSE: developing updated teaching approaches to match the new landscape Through Work Groups, this national project aims to gather evidence from teachers’ early experiences with the new maths GCSE, with particular emphasis on how a new mix of challenging topics (for students and teachers) has emerged. Informed by this experience, Work Groups will develop new, or re-shaped, teaching approaches that match the new challenges and that, once embedded, will help students succeed, at both Higher and Foundation level. NCP17-12
Maths Subject Knowledge Enhancement for (Secondary)Teaching Assistants This Work Group is designed to enhance and deepen maths subject knowledge and pedagogy for teaching assistants.  Increased confidence in their own subject knowledge, and enhanced awareness of how children gain number sense and learn mathematics will allow TAs to better support children in the classroom and during small group or individual intervention. NCP17-15

On offer for those teaching post-16

Work GroupDescriptionCode
Supporting teaching the New GCSE Mathematics Re-sit Teachers in this Work Group will collaboratively plan and trial effective ways to address the demands of the new GCSE specifically in the context of teaching post-16 re-sit students. NCP17-18
Supporting Post-16 Mathematics Leadership This Work Group will bring together school and college senior leaders and key stakeholders to explore effective structures within a Post-16 setting, to broaden participation at Level 3 and develop to cross-institutional leadership for resit GCSE Mathematics. NCP17-19
Supporting Core Maths For those new to Core Maths, starting to teach Core Maths or expanding existing Core Maths provision, this Work Group will support teachers’ and schools’ development.  Using existing professional learning materials, the Work Groups will collaboratively plan ways to introduce and teach Core Maths. NCP17-20
Supporting the Teaching of the New A Level Mathematics Using Technology The new A level curricula for Maths and Further Maths emphasise that the use of technology should be ‘embedded’ in the course.  Teachers in this Work Group will explore ways to embed the effective use of technology in the teaching of the new A levels using various appropriate technologies.   NCP17-21

Ongoing Maths Hubs work

Ongoing work this year includes the national Mastery Specialist Development Programme, both in Primary and Secondary phases.  The Primary programme is now in its 3rd year and cohorts 1 and 2 are working with small groups of schools committed to embedding teaching for mastery.  The Secondary programme began last year and participants are beginning to work with schools outside their own, to develop Secondary approaches to teaching for mastery
The fourth China–England exchange is now underway.  Seventy teachers from England visit schools in Shanghai to observe maths teaching there and, later in the year, their Chinese exchange partners spend two weeks teaching maths at schools in England. To observe Chinese teachers in your area (November 2017 or January 2018), contact your local Maths Hub for dates.
For those involved in maths education leadership and/or professional development, the Maths Hub network runs a number of programmes.  The NCETM PD Lead Development and Accreditation Programmes (Primary, Secondary and Advanced Level) offers development and support to those interested in leading the professional development of teachers locally.  These accredited teachers will join a growing pool of Local Leaders in Mathematics Education (LLMEs) working in their Maths Hub area, where a LLME Support Network is available. Specifically in the post-16 sector, the Work Group ‘Supporting Post-16 Mathematics Leadership’ will bring together school or college senior leaders and key stakeholders to explore effective structures within a post-16 setting, to broaden participation at level 3 and develop cross-institutional leadership for resit GCSE Mathematics.
For schools requiring maths specific support, the Maths SLE School Improvement Development Work Group offers a chance for small groups of schools to work with an expert, to find shared solutions to common challenges in maths teaching and learning.

Maths Hubs work between 2014-2017

The sections below describe Maths Hubs work begun in the first three years of the programme. In some cases, such as the Teaching for Mastery section, the work is ongoing and the content up-to-date. In others, the sections describe work that has been discontinued but that has contributed to the shaping of 2017-2018 projects.