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Work Groups

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, normal 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, which collated finding 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.

Use the buttons at the top of this page to find out more about each of our Work Groups and to book your place. If booking for the Work Group you are interested in is closed please email us at

What our participants say

Participant in the Primary Teaching for Mastery Development Work Group

Testimonial 1

We embarked on this project, to broaden and develop the quality of teaching and learning within mathematics. Our aims:

  • To increase the children’s retention of mathematical concepts
  • Improve the structure/ planning of our lessons
  • To gain professional development by watching an NCETM specialist, furthermore, to share that world-class practice with our own colleagues
  • To network with other boroughs and create links with other schools
We have been proactive in working with our colleagues to develop the teaching and learning of mathematics in our school. Staff CPD has centred around reducing the Cognitive Load for our students following the idea of ‘Keep up don’t catch up,’ a concept that is making waves through education and was a focus within our workgroup. We also wanted our staff to consider breaking down or ‘atomising’ the learning into purposeful steps and therefore a deeper retention of knowledge and skills (go slow now to go faster later). Outcomes from the workgroup:
  • Two sessions in school, with the Teaching for Mastery specialist, working with Year 1 and 2 to incorporate ‘S’ planning in order to structure learning to build on the previous lessons
  • Up to date pedagogy about the developments in mathematics
  • Access to a shared drive to liaise and share examples of good practice with other schools
  • Teachers that are more confident to teach maths as they start with the foundations of knowledge and deepen the knowledge with purposeful reasoning
Future aspirations:
  • To work with the whole school using ‘S’ planning and NCETM teaching for mastery template to drive the provision of maths forward. Atomising the learning and adapting the pedagogy accordingly
  • Continue to develop Year 1 and 2 lesson design focusing on purposeful worksheets that progressively deepen learning
  • Use our school’s Maths Progression Map to ensure children are developing core maths skills from Rec to Year 6 with an understanding of how this supports the ‘go slow now to go fastlater’ approach
  • Focus on using variation within lessons to deepen learning and ensure children are equipped with the necessary skills to transfer and apply knowledge to different contexts

Participant in the Primary Teaching for Mastery Sustaining Work Group

Testimonial 2

We have been working alongside the London Central & North West Maths hub for several years now, this includes during the pandemic. As of September 2021, we have been working within our ‘sustaining’ year. This follows our emerging and embedding years within the programme. We have been part of several different working parties, which have widened our sphere of influence and afforded us the opportunity to work collaboratively with a number of different primary schools within the North London region. During the time working with the hub, we have seen the implementation and impact of Teaching for Mastery go from strength to strength. Following end of year evaluation, it has been apparent that the confidence levels around the school as well as the effectiveness of the teaching of maths has grown year on year. This certainly feels like a sustaining year, where we are sustaining the quality-first teaching of mathematics and using the Teaching for Mastery approach to underpin everything we do within the subject.

Participant in the Secondary Teaching for Mastery Embedding Work Group

Testimonial 3

Being a part of the Teaching for Mastery Embedding Work Group has allowed me to collaborate with maths teachers from across London. It has improved my planning greatly and made me think carefully about misconceptions as I create questions for the class. Having the opportunity to observe a showcase lesson by a Shanghai maths teacher and then ask them questions about pedagogy and lesson design was really useful. What I have learned has helped shape our KS3/4 maths curriculum in school, which is being re-planned using Teaching for Mastery principles. It has also helped me break down difficult GCSE problem solving questions by understanding how to combine different aspects of maths.

Work Groups Coming Up in 2021/22

Mathematical Thinking for GCSE

Years 7 - 11 Coherence

Year 5 - 8 Continuity

Developing Core Maths Pedagogy

Strengthening Relationships with ITT Providers

Specialist Knowledge for the Teaching of Mathematics
Early Years Teachers

Specialist Knowledge for the Teaching of Mathematics
Primary Teachers

Specialist Knowledge for the Teaching of Mathematics
Primary Teaching Assistants

Specialist Knowledge for the Teaching of Mathematics
Primary Early Career Teachers

Specialist Knowledge for the Teaching of Mathematics
Secondary Early Career Teachers

Specialist Knowledge for the Teaching of Mathematics
Secondary non Specialists

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