Secondary Teaching for Mastery
Work closely with a Secondary Mastery Specialist to understand the principles and practices associated with Teaching for Mastery.
Schools that become Secondary Mastery Development schools can have up to three years to work with a secondary Mastery Specialist on a funded programme. The aim of this work group is to have a deep and sustained impact and bring about long-term change in the way mathematics is taught in a secondary school. This will require drive and enthusiasm from within the school’s mathematics department.
Schools are funded £2,000 in the first year to pay for two teachers to spend five days each working alongside a mastery specialist.
Secondary Teaching for Mastery Development Focus
Developing the pedagogical skills of two maths teachers within a school.
Supporting the development of Teaching for Mastery within their own classrooms and department.
Supported by and working closely with a Secondary Mastery Specialist to understand the principles associated with Teaching for Mastery.
Work Group Expectations
With the support of a Mastery Specialist, teachers (Mastery Advocates) will have the opportunity to: undertake training sessions to develop understanding of the principles and origins of Teaching for Mastery; run training sessions for their department colleagues; carry out joint observations in the specialist’s and their own school; jointly plan individual lessons, sequences of lessons or longer units of work; and develop schemes of learning etc. to work towards the adoption of a full Teaching for Mastery approach.
What will the Work Groups achieve?
Develop a deep understanding of the principles and practices associated with teaching for mastery.
Develop an understanding of the principles and practices associated with teaching for mastery.
Develop an understanding of the leadership and management skills required to enable them to effectively promote and develop teaching for mastery approaches within their own departments.
Explore effective teaching, planning and assessment strategies which support a teaching for mastery approach.
Begin to support the teachers in their department in developing these approaches in their practice.
Departmental Policies and Approaches
To develop teaching for mastery approaches within their own departments. This may initially include exploring approaches in lessons and supporting the development of some colleagues’ practice.
Pupils will develop a deep, secure and connected understanding of the mathematics they are learning.
Pupils achieve both conceptual understanding and procedural fluency.
Pupils enjoy mathematics lessons and have a positive attitude to learning the subject.