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 and bottom 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 email@example.com.
What our participants say
We embarked on this project, to broaden and develop the quality of teaching and learning within mathematics.
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.
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.