Apply to develop as a TfM specialist

Secondary Mastery Specialist Programme

2018/19 Cohort - Information and Application Form - click here

Following the ongoing success of the first cohort of the secondary Mastery Specialist programme, Maths Hubs, working in conjunction with the NCETM, are now seeking applications from secondary schools that wish to nominate ‘lead teachers’ to take part in an important three-year professional development programme leading to the designation of Secondary Mastery Specialist. Schools nominating teachers for this role would be committed to developing teaching for mastery in their own classrooms, their own mathematics department and, later on, facilitate and support teaching for mastery in a small number of other interested secondary schools within their Maths Hub area.

Background

Since 2014, Maths Hubs and the NCETM have been working together to develop approaches to mathematics teaching for mastery, a pedagogical approach which aims to develop a deep and connected mathematical understanding for all learners, enabling them to better tackle mathematics questions in examinations, giving them a sound basis for future learning and preparing them for their future employment. Two cohorts of primary Mastery Specialists have completed a development programme and are now each leading Work Groups involving other primary schools; a third cohort are part-way through their development year. At secondary, 130 teachers are completing a second year of development ahead of beginning close work with other teachers, although many are already beginning outreach work. During the two years of development they have been exploring how a teaching for mastery approach can work in their own classrooms and in their own departments. A number of them have shared some of their reflections on how they have developed practices within their own schools in a series of short videos. In recent months the government has announced substantial funding to support the expansion of both primary and secondary teaching for mastery, offering the opportunity to train a second cohort of secondary Mastery Specialists.

The work in both primary and secondary has built upon the positive China-England exchange programmewhere teachers in this country have worked closely with Shanghai teachers and have offered a series of ‘showcase’ lessons for teachers to begin to find out more about the approaches.

What will participation in the programme involve?

Academic year 2017/18: Participating schools nominate a lead teacher to develop as the Mastery Specialist. In the initial stages of the programme, the teacher will attend two residential training events (London: 27th & 28th March 2018 and 4th & 5th July 2018; Manchester: 17th & 18th April 2018 and 27th & 28th June 2018), and develop their own skills of teaching for mastery with their own classes. In addition, the Mastery Specialist will spend two days this academic year working within the hub (meeting with Teaching for Mastery Lead, visiting primary and/or secondary schools implementing teaching for mastery etc. to broaden their own understanding of the work) and will be funded for four days’ worth of initial planning and development work with their own department in the summer term (this work can be carried out in the latter part of the summer term). This amounts to 10 days’ worth of time, funded at £200 per day. Additionally, a bursary of £1000 will be paid to the secondary Mastery Specialist’s school to enable members of their department to participate in the planning and development work carried out in the summer term.

Academic year 2018/19: during this year, participants will continue to develop their own classroom practices and also enable their departmental colleagues to explore and implement teaching for mastery approaches. There will be 15 days funded at £200 per day to enable the participant to attend three residentials (one per term), work within their own department, liaise with the hub’s Secondary Teaching for Mastery Lead and wider team, and to develop their own skills in leading professional development. This will involve some time (as part of the 15 days) building their PD leadership skills through the separate, NCETM Accredited PD Lead programme*, and as a result they will be well-placed to lead professional development within their own schools and beyond.

In the academic year 2019/20, (details yet to be confirmed with the Department for Education), the Mastery Specialists will have the opportunity to work with colleagues from one or two other schools, to enable them to each embed teaching for mastery approaches within their own departments.

This is a fantastic opportunity for participants and their schools to improve maths education through teaching for mastery, and also to develop future leaders.

*unless the participant is already an NCETM Accredited secondary PD Lead, in which case the full 15 days will be spent working on teaching for mastery work.

What are the benefits of participating in the programme?

The benefits for schools that apply to be part of the programme include:

  • The teachers in the department (including the lead teacher) developing a deep understanding of the principles and pedagogies underpinning teaching for mastery and enhanced mathematics subject knowledge with a particular emphasis on progression within key areas of mathematics

  • The teachers developing teaching, planning and assessment practices which support a teaching for mastery approach

  • The lead teacher developing his/her own understanding and practice in supporting collaborative professional development within and beyond school. (Participants who are not already NCETM Accredited PD Leads will also be able to gain this accreditation through successful completion of the programme.)

  • The department developing a clear set of principles, policies, practices and systems (including curriculum and staffing / timetable developments) which support a mastery curriculum and a teaching for mastery approach

  • The department making effective use of materials and resources, including textbooks to support the design of well-crafted lessons to support pupils’ mastery

  • Pupils developing a deep understanding of the mathematical ideas they are taught so that they fully meet the aims of the National Curriculum (i.e. fluency, reasoning and problem solving); showing a positive attitude towards mathematics; enjoying learning the subject; and demonstrating a growth mind-set

What are the expectations of participating schools?

Schools that are selected to have their nominated teacher participate in the programme would commit to the following expectations:

  • The lead teacher will participate fully in the development programme and work on developing both understanding and practice

  • Working with the support of the subject leader, the lead teacher will support the department in developing its approach to teaching for mastery

  • Working with the Maths Hub, the lead teacher will help with the wider work of the Hub, particularly in Year 3

  • The school’s senior leadership will support the department in its teaching for mastery development work, including ensuring the lead teacher receives the required release time

What is the funding for the programme?

In 2017/18, the Maths Hub will cover the cost of the 10 days’ release time for the nominated Mastery Specialist and the departmental time in the summer term, amounting to £3000 per school in total. In 2018/19, the Maths Hub will cover the cost of the 15 days’ release time for the nominated Mastery Specialist (£3000) and will fund the cost of the teacher enrolling and participating in the NCETM Accredited Secondary PD Leads programme. Travel costs to all the training residentials will also be covered.

How do schools apply to take part?

Applicants should complete the application form below and e-mail it to their Maths Hub by 5pm on Monday 19th February 2018. All applications should also be copied to the NCETM (This email address is being protected from spambots. You need JavaScript enabled to view it.). The selection process will be handled by the Maths Hub. Initial details of Maths Hubs can be found in the Appendix and full details at www.mathshubs.org.uk.

 

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Invitation To Participate In A New Project

 

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Mathematics in Key Stage 3 is changing, as more schools focus on the development of mastery, and prepare for a new emphasis at GCSE in solving non-routine problems. Some schools are moving to mixed ability teaching, while others are providing a combination of setted and mixed ability teaching. Teachers recognise that Key Stage 3 is crucial for laying the foundations for GCSE success.

 

We would like to invite you to be part of a new project working with Key Stage 3 mathematics teachers to:

  • Enable students to develop mastery in mathematics

  • Encourage students to develop a variety of strategies for problem-solving

  • Support the development of a deep conceptual understanding

  • Support students’ progress in both mixed and setted groups

 

The mathematics team at Manchester Metropolitan University has been working with Realistic Mathematics Education for more than 10 years.  We have designed and developed a range of successful materials based on this approach. We are now inviting schools to take part in a 2-year trial using these materials, fully funded by the Education Endowment Foundation (EEF), and involving students beginning Year 7 in September 2018. 

 

Please see the attached flyer link below for more details of how the project will work and how your school would be involved as part of the intervention or control groups.  You can also find more details of the trial on the EEF website here.

To register your interest in taking part in this project, please complete our short on-line form via this link. Alternatively, email us at This email address is being protected from spambots. You need JavaScript enabled to view it. providing your name, your school’s name and postcode and your contact details. 

We are looking for 120 schools to participate. Please register your interest as soon as possible.

If you have any questions, we will be very happy to hear from you: email This email address is being protected from spambots. You need JavaScript enabled to view it.

Sue Hough, Steve Gough and Yvette Solomon

 

 

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Using Technology at GCSE & A level

 

The Using Technology at GCSE & A level work group is to be led by Pete Sides and supported by MEI's Tom Button.

There will be two cohorts of this work group, one in Doncaster based at Adwick IOE and one at Sheffield based at Hallam Teaching School.

To register an interest in engaging in either of the two cohorts of this work group, please email Pete at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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Challenging Topics at GCSE

The "Challenging Topics in the New GCSE"work group is to be facilitated across the region in three different venues led by Lisa Wilson, Kate Saxton & Rosie Kavanagh. There will be a series of group meetings at each of the venues in Barnsley, Rotherham & Sheffield.

To register an interest in engaging in either of these work group cohorts please email;

Barnsley (venue Horizon Community College) : Lisa Wilson This email address is being protected from spambots. You need JavaScript enabled to view it. 

Rotherham (venue Oakwood High School) : Rosie Kavanagh This email address is being protected from spambots. You need JavaScript enabled to view it. 

Sheffield (venue Notre Dame High School) : Kate Saxton This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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Developing mathematical thinking for GCSE

The "Mathematical Thinking and the new GCSE" work group is to be led by Nick Bunney.

To register an interest in engaging in this work group please email Nick at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

Date Workshop Venue Time
 7th December Session 1 Hallam TS 1.30 – 5pm
 22nd January Session 2 Hallam TS 1.30 – 5pm
 27th April Session 3 Hallam TS 1.30 – 5pm
 12th June Session 4 Hallam TS 1.30 – 5pm

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Yr 5-8 continuity

The "Improving continuity in Maths across the Primary/Secondary transition" work group is to be led by Clare Sutton.

To register an interest in engaging with this work group please email Clare at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

Date Workshop Venue Time
 Wed 22nd Nov Session 1 King Ecgbert’s 1pm – 5.30pm
Tues 6th Feb  Session 2 King Ecgbert’s  9am – 11am
TBC Session 3 King Ecgbert’s  TBC
TBC Session 4 King Ecgbert’s  TBC

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Secondary Maths Teaching for Mastery Specialists Programme

The four secondary "Teaching for Mastery" work groups will be led by local specialists;

To register an interest in engaging in either of these work group cohorts please email;

Sarah Carton: Gainsborough Academy, Lincolnshire: This email address is being protected from spambots. You need JavaScript enabled to view it.

Janet Wright: High Storrs, Sheffield: This email address is being protected from spambots. You need JavaScript enabled to view it.

Kathryn Holden: Horizon CC, Barnsley: This email address is being protected from spambots. You need JavaScript enabled to view it.

Nick Bunney: Notre Dame High School, Sheffield: This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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Rainbow Arithmetic Scheme

 

The addressing KS3 numeracy skills work group will be led by Tim Squire and supported by Pete Sides

To register an interest in engaging with this work group please email Tim at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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A little and often

The strategy of focusing on arithmetic skills throughout Key Stages 2 & 3 by addressing and practising skills in the first few minutes of each lesson is being used to good effect in a number of the region’s schools.

But Rainbow Arithmetic is more than just a set of FREE resources that enables teachers to do this. At its heart is a set of principles that have a lot in common with the "teaching for mastery" style of learning that many colleagues are developing as they are getting to grips with the new National Curriculum.

Additionally as schools are being encouraged to consider the benefit of using a common approach to the development of arithmetic skills, ideally in coordination within a primary/secondary pyramid the Rainbow scheme can provide the scaffold within which clusters of schools can collaborate.

 

Addressing Key Stage 3 Arithmetic work group 

This work group will focus on supporting schools to use the Rainbow strategy appropriately and effectively and will make use of IRIS Connect and FROG learning platforms with additional face to face support from practising teachers. There are a number of different options for schools to engage with this FREE professional development, so schools are encouraged to contact This email address is being protected from spambots. You need JavaScript enabled to view it. for further details or complete the online expression of interest form at

Secondary work groups (to register an interest)

 

 

How it began

The Rainbow strategy came about as a result of looking for resources that regularly gave practice of a variety of the basic arithmetic skills. Since none were readily available at that time, in-house worksheets were developed. These were either used once a week in either a practice lesson or given for homework.

Despite KS3 being supposedly "setted" for ability it became apparent that there was a wide range of students' capabilities that quickly resulted in differentiated resources being required to cater for the varied needs. Hence a colour system that started with Red (easiest) to Ultra-Violet (hardest)

More than just practice

Once a week gave way to regular "start of lesson" practice interspersed with short episodes of learning that addressed misconceptions and procedural errors. The use of mini-whiteboards became an essential feature of these explanatory sessions that focussed on a single conceptual element or arithmetic skill.

The practice element continued in intervening sessions either focussing on a single aspect just covered or back to a mix of skills appropriate to the level of the students.

The importance of written solutions

Homework then became a different type of practice. Over time the emphasis of homework focused on presentation and clear explanation of working. So the scheme incorporated quick-fire practice at the start of lessons and more considered application of skills at home.

Randomised questions & on-line support

The need to quickly produce a large number of questions for students to tackle prompted a greater use of the random function of spreadsheets. These could be used to easily create a starter or a practice homework which many teachers found an invaluable tool.

On-line support for students ranged from VLE based explanations to Youtube videos and a structure of learning objectives was created mostly in-line with the National Curriculum that gave students clear targets to achieve before moving to the next colour. The next step is to develop on-line resources that use iconic structure to support conceptual understanding.

Targeted feedback and problem solving

The strategy of using Rainbow starters for either practice or focussed learning has been consistent, but the development of the use of homework to develop multi-step skills and "follow-up" homework to address individual students' needs took the homework to the next level.

The practice of fortnightly individualised follow up homework based on a student’s previous submitted work has greatly helped target individual progress.

The practice of setting problems using skills from a previous level has also allowed students to tackle more confidently the unfamiliar or applied aspect of problem solving.

Want to find out more?

This overview can in no way satisfactorily describe the Rainbow pedagogy but colleagues are encouraged to examine the resources available and consider the face to face professional development support available to schools.

Schools with access to IRIS Connect (freely available for all South Yorkshire schools) will soon be able to see exemplar videos of the whole programme in action.

If you would like to discuss a presentation for your school please contact This email address is being protected from spambots. You need JavaScript enabled to view it. 

FREE resources: Click on pictures to open

Feel free to use these and distribute and share with others. You may not sell these resources and it would be appreciated if you acknowledged the contribution of the Notre Dame maths department in their development. Please note spreadsheet erquire macros to be enabled to work correctly.

Starters

The interactive spreadsheets that make up the question bank is the core resource used by teachers in the Rainbow strategy in the classroom. The questions are sub-divided by colour and strand and can easily be edited to create a bespoke resource to meet the needs of a particular group. 

Randomised spreadsheet starters with preset challenges for a variety of levels, use bottom tabs to select different ones

Rainbowchallengeexample

 

Question bank of over 200 different randomised questions classified into type and level - from which bespoke challenges can be created

Rainbowquestionbankexample

Level Descriptors

You will notice that each colour/level is sub-divided into strands and each has a short description of the "skill/concept" being targeted for development.

These are NOT strictly along national curriculum lines but for approximate comparison BLUE is in line with the expectation of Y6. The strategy is aimed at practising & developing skills in KS2 & 3 so not directly relevant for KS1.

However aspirationally KS1 = Red, Orange = Y3, Yellow = Y4, Green = Y5, Blue = Y6, Indigo = Y7

 Rainbowleveldescriptors

Start of Y7 Assessment

This is used at ND in the first week, teachers are encouraged to adapt something similar for their own purposes as they know their students best.

For obvious reasons we do not make this assessment freely available via the website but please email This email address is being protected from spambots. You need JavaScript enabled to view it. to request a copy

 

Homework Sheets

For those of you familiar with the older resources you will notice a slight shift of emphasis towards a balance between the straightforward computational questions and multi-step problems. This suits the ND version of Rainbow however it is now much easier to create your own set of homework or independent study sheets.

Rainbowhmwkexample

There are over 50 pre-written homeworks across the range of levels a selection of which acn be found at the evry bottom of this page.

- if you would like more examples or the full set please contact This email address is being protected from spambots. You need JavaScript enabled to view it. 

So much more than just a set of resources

The 4 rules practice spreadsheet is an example of just one resource amongst many available that can be used to practice. However what is ESSENTIAL for teachers to understand is that this resource as well as all the Rainbow resources are only effective if they are used effectively. The success of Rainbow as a strategy is HOW it has been used in schools as a developmental tool to support teachers TEACH procedural techniques alongside conceptual understanding AND allow students to PRACTICE without requiring an over burdensome amount of preparation.

 Rainbow4rulespractice

For more details about the Rainbow strategy feel free to contact the South Yorkshire Maths Hub at This email address is being protected from spambots. You need JavaScript enabled to view it. 

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Teaching for Mastery in Secondary

Quick links to work groups (click on sub-headings below)

Year 5-8 continuity

Secondary TfM specialists programme

Addressing KS3 arithmetic

Mathematical thinking for GCSE

Challenging topics

Using technology at GCSE & A level

Post 16 GCSE re-sits

 

Procedural competence is not enough.

Mathematics is so much more than just about numbers but crucial to children's success and confidence in maths is their ability to understand and manipulate the number system in arithmetic and subsequently algebra. Establishing number sense and understanding the structures that underpin arithmetic are essential for a pupil's progress and the principles of teaching for mastery underline the importance of getting the basics right at whatever stage before moving on prematurely to more complex aspects.

This is not just relevant for younger children and many teachers will recognise the issue of re-teaching the basics to older students because they haven't mastered the fundamentals. This problem will not go away quickly and despite the introduction of a teaching for mastery strategy in some schools, as a country we are many years away from establishing satisfactory progress and true understanding for all our children. Even those schools who have adopted the teaching for mastery principles will take time to fully develop their practices and in many schools where progress has apparently been outstanding the bar of our expectation must be raised such that procedural competence is not enough but fluency and mastery are the goals we as professionals should be seeking to develop in our students.

The South Yorkshire Maths Hub aims to support teachers and schools to reflect on their current practices and develop a teaching for mastery strategy that works for their students. SYMH encourages feeder primary schools and secondaries to work closely together as well as clusters and alliances of schools. SYMH will endeavour to share best practice and resources but encourages colleagues to contribute to this local collaboration by engaging in professional reflective dialogue, sharing experiences within schools and across the region.

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Apply to develop as a TfM specialist

08-02-2018 Hits:238

Secondary Mastery Specialist Programme 2018/19 Cohort - Information and Application Form - click here Following the ongoing success of the first cohort of the secondary Mastery Specialist programme, Maths Hubs, working in...

Read more

Invitation To Participate In A New Proje…

29-01-2018 Hits:317

    Mathematics in Key Stage 3 is changing, as more schools focus on the development of mastery, and prepare for a new emphasis at GCSE in solving non-routine problems. Some schools...

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Using Technology at GCSE & A level

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  The Using Technology at GCSE & A level work group is to be led by Pete Sides and supported by MEI's Tom Button. There will be two cohorts of this work group, one in Doncaster based...

Read more

Challenging Topics at GCSE

26-07-2017 Hits:849

The "Challenging Topics in the New GCSE"work group is to be facilitated across the region in three different venues led by Lisa Wilson, Kate Saxton & Rosie Kavanagh. There will be...

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Developing mathematical thinking for GCS…

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The "Mathematical Thinking and the new GCSE" work group is to be led by Nick Bunney. To register an interest in engaging in this work group please email Nick at nbunney@notredame-high.co.uk...

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Yr 5-8 continuity

26-07-2017 Hits:779

The "Improving continuity in Maths across the Primary/Secondary transition" work group is to be led by Clare Sutton. To register an interest in engaging with this work group please email Clare at...

Read more

Secondary Maths Teaching for Mastery Spe…

17-08-2016 Hits:1203

The four secondary "Teaching for Mastery" work groups will be led by local specialists; To register an interest in engaging in either of these work group cohorts please email; Sarah Carton: Gainsborough Academy, Lincolnshire:...

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Rainbow Arithmetic Scheme

19-08-2015 Hits:2482

  The addressing KS3 numeracy skills work group will be led by Tim Squire and supported by Pete Sides To register an interest in engaging with this work group please email Tim...

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Teaching for Mastery in Secondary

30-12-2014 Hits:4620

Quick links to work groups (click on sub-headings below) Year 5-8 continuity Secondary TfM specialists programme Addressing KS3 arithmetic Mathematical thinking for GCSE Challenging topics Using technology at GCSE & A level Post 16 GCSE re-sits   Procedural competence is...

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Universities

Sheffield Hallam University
University of Sheffield
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

FE Colleges

Barnsley College
Doncaster College
Rotherham College of Arts & Technology
Sheffield College
 
 
 
 
 
 
 
 
 
 

Alliances

United Learning
Navigate Trust