Primary Mastery Specialist Programme
Mastery Specialists are classroom-based practitioners who develop expertise in mastery and in leading maths-specific professional development
Mastery Specialists are classroom-based practitioners who develop expertise in mastery and in leading maths-specific professional development
Become a Mastery Specialist in Further Education
Support for departments embedding teaching for mastery across Key Stages 3 and 4
Collaborative professional development for schools to ensure that a teaching for mastery approach is implemented with fidelity
Support for schools beginning their journey implementing teaching for mastery with fidelity
Professional development to enable you to introduce and embed teaching for mastery across your department
Two Secondary Mastery Specialists explain the benefits of mastery to them, their departments, and their students
For Post-16 Mastery Specialists looking to deepen and refine their practice
Mastery case studies: aspects of teaching for mastery under the spotlight
Evidence, exemplification and illustration to explain the mastery approach
Find out how schools like yours are making teaching for mastery work
Materials to help teachers develop a mastery approach in their classrooms and schools
We dispel some of the common myths about teaching for mastery
Two teachers tell their stories, and explain how mastery is being introduced across a Maths Hub area
Supplementary content to support use of the Secondary Mastery PD Materials
Headteacher, Sarah Hawes and maths lead, Tracey Baruah explain their enthusiasm for what the Mastery Readiness Programme is offering the children in their school
Debbie Morgan, NCETM Director for Primary, gives a presentation to teachers on teaching for mastery
Underpinning principles, lesson design, and how mastery works in the classroom
Primary materials that will assist you in your professional development and enable you to deliver teaching for mastery with confidence
A secondary head explains how adopting a mastery approach has transformed teaching and learning in maths
We discover what it’s like to take part in the Primary Mastery Specialist Programme
The fundamental characteristics that underpin teaching for mastery in all school and college phases
Embracing teaching for mastery has enabled EAL pupils to engage fully in maths lessons, says headteacher
Discover how Secondary Mastery Specialists are transforming maths teaching in an inner-city London girls’ school
Hear from a Year 6 teacher who leads local Teaching for Mastery Work Groups
One North Yorkshire primary school has made teaching for mastery work in four classes which span seven year groups
Based on the underpinning principles of teaching for mastery, the Trailblazers explore ways to develop provision in FE mathematics teaching
Teaching for mastery in mixed-age settings
Bringing a teaching for mastery lens to Oak’s financial education resources across the primary and secondary phases
Materials that will assist you in your professional development and support you in teaching for mastery with confidence
High quality textbooks can support teaching for mastery
Jenny Laurie, deputy head and maths teacher at a central London secondary school, talks about being one of the very earliest to adopt a teaching for mastery approach in maths
Videos showing how mastery and the Maths Hubs Programme are making a difference
Key texts for the key components of teaching for mastery
Hear from a Mastery Specialist as he shares the impact of this fully-funded programme on post-16 maths teaching at Andover College
Collaborative support for teachers developing maths teaching in special school settings
Two teachers discuss introducing teaching for mastery to secondary schools
Guiding principles that underpin NCETM and Maths Hubs work, in maths teaching at every school and college phase
The Mastery Readiness Programme enables schools to put in place structures, systems and positive mathematical culture so they can successfully engage in teaching for mastery
Teachers describe how they have used the Primary Mastery Professional Development Materials in their own schools and classrooms
Find out how three schools deliver maths through teaching for mastery, and why Ofsted liked what they saw
The role of oracy in the context of teaching for mastery
At Richard Taylor Primary School, a clever combination of whole- and split-class teaching has led to pupils excelling in maths
How a secondary school maths department works together to ensure all maths lessons in Years 7 and 8 are consistent in approach
The NCETM’s Primary Mastery Specialist programme is now accepting applications for 2019/20
The NCETM plans a new programme to train specialists in teaching maths up to Level 2 to post-16 students
The NCETM’s Primary Mastery Specialist Programme is now accepting applications for 2020/21
Primary Teaching for Mastery Work Groups now recruiting
Leanne Casey tells us about her experiences of becoming a Mastery Specialist
A discussion with the head of a Birmingham primary school which embraced teaching for mastery in 2016
Spine 3 of the Primary Mastery Professional Development Materials
How a new two-year rolling programme strengthens curriculum coherence and deepens content coverage for all pupils
Spine 2 of the Primary Mastery Professional Development Materials
A short video illustrates teaching for mastery in secondary classrooms
Spine 1 of the Primary Mastery Professional Development Materials
A Work Group looks at ways to manage maths curriculum objectives with two or more year groups in one class
Oracy exemplified in the Essence of Mathematics Teaching for Mastery
The first batch of Spine 3: Fractions mastery professional development materials can be downloaded
If you trained as a Mastery Specialist but haven’t led any Maths Hubs work for a while, why not get back in touch?
Read about our comprehensive Secondary Mastery Professional Development Materials, what they are, who they are for, and how they can be used
What happens when a school fully embraces Maths Hubs professional development?
Liam Colclough, a headteacher in Sheffield, is convinced that to introduce teaching for mastery effectively, a shift in mindset is required
An interview with three of the people behind the recently published Secondary Mastery Professional Development Materials
Emma Patman, a Year 4 teacher, explains how her teaching has been transformed by her exposure to teaching for mastery pedagogy
A primary school in Harrogate has developed a two-year rolling programme that creates more curriculum time
Two options for schools to strengthen maths teaching in KS3 over the next two years and beyond
A workshop taster from a event run for primary teachers in Cheshire
Embracing teaching for mastery in maths has seen pupils’ love for the subject contribute to some exceptional end of year outcomes for all year groups
Article by Jenny Laurie, Deputy Head at The St Marylebone CE School, London
The first batch of Spine 2: Multiplication and Division mastery professional development materials is now available
Extended interviews with school leaders who have introduced teaching for mastery
We visit the classroom of Hannah Gray, a primary teacher involved in trialling new Singapore-style textbooks, designed to support a mastery approach
Hear how this programme develops teaching expertise, strengthens departments and supports coherent maths practice across schools and trusts
Five thousand schools engaging
In an introduction to our series on the Five Big Ideas at Secondary, we explore the principles that underpin teaching for mastery
Why is coherence one of the Five Big Ideas in Teaching for Mastery?
An article from our Director, Charlie Stripp
Mastery Specialists will be recruited to lead activity in future years, and a new CPD project will run
How teaching for mastery approaches can support students with dyscalculia to engage positively with maths
NCETM Director for Post-16 GCSE/FSQ, Emma Bell, shares details of a new cohort of Mastery Specialists
Discover how to use Representation and Structure – one of the Five Big Ideas in Teaching for Mastery – to improve maths teaching
Why is Coherence one of the Five Big Ideas in Teaching for Mastery? And what does it mean for primary maths teachers?
We visit two very different primary schools, and learn about their reasons for choosing teaching for mastery and its impact
Fully funded professional development opportunities are available from September 2019
At a small, rural primary school, pupils in mixed-age classes benefit from teaching for mastery approaches
Around a hundred teachers are needed, spread across England
A discussion with the two lead editors of the PD materials
Two secondary headteachers describe how they make engaging in professional development activities a matter of policy
An article from our Director, Charlie Stripp
Why is fluency one of the Five Big Ideas in Teaching for Mastery? And what does it mean for secondary maths teachers?
How our Professional Development materials can help you consolidate your subject knowledge, plan your maths lessons effectively and be assured that your pupils will grasp concepts with confidence
Find out how one school harnessed the mastery approach used in its feeder schools to support new Year 7 students
A visit to two lessons at Tomlinscote School in Frimley, Surrey
Charlie Stripp and Debbie Morgan respond to a recent TES article by Peter Foulds and David Thomas regarding the primary curriculum and potential reform
A teacher shares how the programme has influenced her practice, her department, and her students
A group of schools in Northamptonshire have been addressing this issue, with encouraging results
Charlie Stripp and Carol Knights suggest ways in which the curriculum and assessment of secondary mathematics might be improved
Charlie Stripp and Carol Knights continue their two-part discussion with a focus on how secondary maths assessment could be improved
Pairs of teachers explore small sections of the mastery materials in depth
A teacher from St George’s Primary School, Wirral, has won a SHINE award
Charlie Stripp and Emma Bell explore how curriculum and assessment reform could transform the maths experience of post-16 learners
Exciting new collaboration with the Education Endowment Foundation, last chance to apply for two mastery specialist programmes, and more
A Year 4 teacher and Mastery Specialist explains how she teaches maths lessons outside and encourages other teachers to have a go
Theme 2 comprises two core concepts: arithmetic procedures; solving linear equations.
Associate Deputy Director for Secondary, Jane Hawkins, shares a new framework for oracy in mathematics which presents the foundational principles of oracy in a teaching for mastery context
A primary maths lead in an area of high social and economic deprivation explains how a mastery approach to teaching precise mathematical vocabulary is giving pupils in her school a voice
Theme 6 comprises four core concepts: geometrical properties; perimeter, area and volume; transforming shapes; constructions.
Theme 4 comprises two core concepts: sequences; graphical representations.
Theme 3 comprises two core concepts: understanding multiplicative relationships; trigonometry.
Theme 5 comprises three core concepts: statistical representations and measure; statistical analysis; probability.
Secondary ITE Professional Development materials now available
Questions, tasks and activities supporting teaching for mastery.
Teachers in all phases are invited to apply for programmes to lead professional development and school-wide development
Variation can be used to support pupils to develop a deep understanding of the maths they are learning
Information for school leaders about free professional development
An interview with senior leaders from Sandown Primary School
An interview with Louise George, headteacher of Walford Primary School
An interview with Tracy Thomas, headteacher of Horsmonden Primary School
How one school employed a primary teacher to help introduce mastery
An interview with Neil Spurdell and Nicola Scott, senior leaders from Sheldon School in Chippenham, Wiltshire
What are the implications for Ofsted evaluation if the mastery principle is followed rigorously?
An interview with Ben Strange and Louise Foulkes, deputy and assistant heads of Coleridge Primary School
An interview with headteacher Paul Beevor, Wath CE Primary School, near Rotherham
A Mastery Specialist gives her impressions of maths teaching in a primary school in Shanghai
An interview with Lorraine Tonks, Principal of Chetwynd Primary Academy
An interview with Kieran Scanlon and Natasha Corrigan, senior leaders from Sir Robert Woodard Academy, Lancing, Sussex
Primary Mastery Specialists Faye Glendinning and Sam Shutkever take us through the gritty detail of their episodic lesson planning
Two Mastery Specialist teachers give their impressions of maths teaching in a secondary school in Shanghai
Building number sense and fluency in Reception and Key Stage 1
An interview with Anthony Mitchell, headteacher of Glenfall Community Primary School
Heads of two neighbouring east London secondary schools explain how their schools have benefited from engagement with their local Maths Hub
A profile of two multi-academy trusts (MATs) reaping the rewards of participation in Maths Hubs teaching for mastery work
Green shoots of Teacher Research Groups (TRGs) are slowly spreading their fronds of mastery exploration across the country
These case studies offer insight into two commonly-used approaches to mixed-age teaching: mixed-age split-class teaching and mixed-age whole-class teaching
Why get involved with the Maths Hubs Programme? Find out how it can benefit you and your school
The NCETM’s Primary Director is included in Queen’s Birthday Honours
We share how schools in one of Britain’s most economically-challenged areas are working with their local Maths Hub to ensure all pupils can succeed
In this model, year groups are taught separately within a mixed-age class
In this approach, all pupils in the class are taught together, following a carefully-sequenced two-year rolling programme
Videos showing a teacher working with small groups of students from her Year 8 class
Two new classroom-based videos designed to support teachers using our Secondary Mastery Professional Development Materials
Support for maths learning and teaching during school closures, Primary and Secondary Mastery Specialist recruitment, and other opportunities for 2020/21
Why is mathematical thinking so important in the secondary classroom?
A summary of our September 2025 Week in Focus across social media
From fluency and Ofsted to mathematical talk and non-specialist support, we share some popular features from the past year we think you’ll enjoy
Is fluency just about recalling facts?
Practical tips from a secondary maths teacher
Two primary schools explain how they use textbook schemes to support teaching for mastery
A guided tour around what’s on offer for new and experienced primary teachers at the start of the new school year. Updated September 2023
A maths lead explains how our resource has given her teachers an easy route into the mastery materials as well as excellent pedagogical development
A maths lead tells us how she teaches maths to pupils with varied needs, and supports her colleagues and other local teachers to do the same
Debbie Morgan explains why all children should be included in all aspects of a primary maths lesson
Theme 11
Theme 10
Mixed-age whole-class teaching, planned over two years
How do Maths Hubs support teachers whose main subject isn’t maths?
Resources available on the NCETM website and CPD opportunities through Maths Hubs – all free for secondary maths departments
What does Mathematical Thinking really mean in the primary classroom?
Prompts and reflections to support school leaders in thinking through what’s right for their context
How one trust has paved the way for its schools to benefit from the Maths Hubs Programme
NCETM’s Director for Primary tells us why she thinks teachers no longer need to provide different work for different children
Hear from a Cohort Lead on the Primary Teaching Assistants Specialist Knowledge for Teaching Mathematics Programme
Theme 1 comprises four core concepts: place value, estimation and rounding; properties of number; ordering and comparing; simplifying and manipulating expressions, equations and formulae.
Theme 8 comprises two core concepts: working with direct and inverse proportion; understanding graphical representations of proportionality.
Theme 9 comprises five core concepts: exploring linear equations and inequalities; exploring non-linear sequences; exploring quadratic equations; inequalities and graphs; sequences, functions and graphs; exploring trigonometric functions
Even if you’re not setting maths to be accessed independently, our videos can support your remote provision
Theme 7 comprises two core concepts: using structure to calculate and estimate; using structure to transform and evaluate expressions.
At Rocklands School in Lichfield, children with complex learning needs are being supported to develop confidence and fluency in maths with the Mastering Number Programme
Core concept 6.3 introduces translation, rotation, reflection and enlargement. It explores the degrees of freedom available, in terms of what does and doesn’t vary for each one.
Core concept 3.1 explores fractions, percentages, ratio and proportion (direct and inverse) as contexts in which multiplicative relationships are used.
Core concept 6.1 covers angle facts and the geometry of intersecting lines, similarity and congruence, and Pythagoras’ theorem.
Core concept 2.1 offers guidance on developing understanding of the mathematical structures that underpin standard procedures for calculation with decimals, fractions and directed numbers.
Core concept 5.3 introduces probability as a way to quantify, explore and explain likelihood and coincidence, and to reason about uncertainty.
Core concept 1.1 covers the structure of our place-value system (particularly as it relates to decimals) and rounding numbers to a required number of decimal places or significant figures.
Core concept 2.2 explores how linear equations are effectively the formulation of a series of operations on unknown numbers and how solving them involves undoing these operations.
Core concept 6.2 covers how the formulae for perimeter, area and volume are derived and connected, and the importance of reasoning mathematically to solve a range of problems.
Core concept 1.3 covers the conversion of decimals to fractions (and vice versa), ordering positive and negative integers, fractions and decimals, and the expression of numbers in standard form.
Core concept 5.2 explores making informed choices about which statistical analysis and representation to use for different types of data, as well as the effect on interpretation.
Core concept 3.2 introduces trigonometric functions through the unit circle. Ideas of similarity, scale factor and multiplicative relationships are integrated to explore problem-solving.
Core concept 6.4 explores: triangles of given lengths; a perpendicular bisector of a line segment; a perpendicular to a given line through a given point; an angle bisector.
Core concept 1.2 focuses on factors, multiples and primes, exploring various representations to support understanding of highest common factors and lowest common multiples.
Core concept 4.1 covers sequences through exploration of the mathematical structure. It also introduces the idea of the nth term of a linear sequence.
Core concept 4.2 introduces x- and y-coordinates as input and output of a function. It explores linear and quadratic functions, and how linear graphs can solve simultaneous equations.
Core concept 1.4 concerns the generalisation of number structures, the use of algebraic symbols, and techniques for their manipulation. The rearranging of formulae is also explored.
Core concept 5.1 covers measures of central tendency, work with grouped data and measures of spread, as well as the construction of scatter graphs and pie charts.
Core concept 7.1 focuses on understanding different representations of number and using the structure of the number system to make appropriate estimations.
Core concept 7.2 deepens understanding of fractions, indices and surds, and explores generalised expressions which underpin algebraic proof.
Core concept 8.1 focuses on students’ maturing understanding of multiplicative relationships and extending this understanding to explore proportional relationships.
Core concept 8.2 focuses on multiplicative structure, particularly recognising and describing the characteristics of a multiplicative relationship from its graphical representation.
Core concept 9.1 uses both graphical and algebraic representations to deepen students’ understanding of linear functions, including inequalities and simultaneous equations
Core concept 9.2 extends students’ understanding of sequences to look more deeply at non-linear sequences
Core concept 9.3 extends students’ understanding of graphs, to include quadratic equations and inequalities
Core concept 9.4 explores what it means to think and reason functionally, with an emphasis on graphical representations, exponential relationships, and transformations of functions
Core concept 9.5 builds on students’ existing knowledge to explore trigonometric functions in depth
Videos and resources for teaching Key Stage 3 maths topics
An interview with Paula O'Reilly, Sarah-Jane York and Sylwia Glazewska, Falinge Park High School
We look at five ways number lines can be used in KS1 to explore and reason with numbers
Hear from a Cohort Lead on the Early Years Specialist Knowledge for Teaching Mathematics Programme
Six professional development units designed for ITE tutors to use with secondary trainee maths teachers
Teachers in all phases are invited to apply for programmes to lead CPD and school-wide development
Booking is now open for our secondary ITE tutor conferences
Expression of interest form open for both primary and secondary teachers
Six professional development units designed for ITE tutors to use with primary trainee teachers exploring maths
Up-to-date news from the Maths Hubs Programme
Up-to-date news from the Maths Hubs Programme
Recruiting now for maths professional development leadership opportunities in 2023/24. Apply by the end of March!
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Unit 1 – 7 weeks
Unit 1 – 2 weeks
Unit 1 – 6 weeks
Unit 1 – 5 weeks
Unit 1 – 3 weeks
Unit 1 – 4 weeks
Unit 2 – 2 weeks
Unit 2 – 3 weeks
Unit 2 – 3 weeks
Unit 2 – 5 weeks
Unit 2 – 2 weeks
Unit 3 – 1 week
Unit 3 – 4 weeks
Unit 3 – 2 weeks
Unit 3 – 2 weeks
Unit 4 – 2 weeks
Unit 3 – 2 weeks
Unit 5 – 4 weeks
Unit 4 – 4 weeks
Unit 4 – 6 weeks
Unit 5 – 7 weeks
Unit 5 – 3 weeks
Unit 2 – 10 weeks
Unit 5 – 2 weeks
Unit 6 – 5 weeks
Unit 5 – 5 weeks
Unit 7 – 3 weeks
Unit 6 – 2 weeks
Unit 6 – 3 weeks
Unit 6 – 3 weeks
Unit 6 – 2 weeks
Unit 5 - 2 weeks
Unit 6 – 4 weeks
Unit 7 – 1 week
Unit 7 – 4 weeks
Unit 7 – 6 weeks
Unit 8 – 3 weeks
Unit 9 – 2 weeks
Unit 10 – 1 week
Unit 11 – 2 weeks
Unit 12 – 1 week
Unit 13 – 1 week
Unit 8 – 7 weeks
Unit 9 - 2 weeks
Unit 8 – 1 week
Unit 9 – 5 weeks
Unit 12 – 2 weeks
Unit 8 – 5 weeks
Unit 9 – 4 weeks
Unit 10 – 2 weeks
Unit 8 – 4 weeks
Unit 9 – 5 weeks
Benefits of getting involved as a participating school or LLME
Up-to-date news from the Maths Hubs Programme
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
We visit a school using the materials to structure INSET and department time for professional development
Our latest NCETM newsletter is now available
Our latest podcast with two London-based secondary heads
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
A professional learning community for ITT providers and Maths Hub leadership
What are LLMEs, and how have they taken on the role? In our ‘Spotlights’ series, we speak to LLMEs across the country, in all phases, to learn more
Our latest Secondary Round-up is now available
Up-to-date news from the Maths Hubs Programme
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Maths Hubs Programme report, new blog post from director, Checkpoints video, maths grants and more
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
How an English primary teacher had his maths lesson observed while in Shanghai
How NCETM resources and Maths Hubs CPD programmes can help repair any damage to learning caused by the pandemic
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Two examples of multi-academy trusts (MATs) successfully engaging with Maths Hubs and seeing maths performance rise
New lead schools sought for two Maths Hubs, research and innovation, and more
Latest TIMSS results, 2025/26 PD leadership opportunities, curriculum and assessment reform, and more
A round-up of our recent features, which might stimulate your thinking for September
Welcome to our first newsletter of 2019
An article from our Director, Charlie Stripp
Our final communication of the school year amalgamates the Primary and Secondary Round-ups and our National Newsletter
Our latest NCETM newsletter is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
A series of 52 PowerPoints containing activities and professional development stimuli based on key ideas from the core concepts explored in the KS3 PD materials
Develop mathematical subject knowledge and pedagogy
A CPD community designed to support those leading maths across multiple schools
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
New 60-second update, the NCETM Maths Podcast, Oak resources, subject association news
New KS3 projects, CPD for 2024/25, work with us, and more
Unit 4 – 3 weeks
Unit 3 – 2 weeks
Unit 4 – 2 weeks
Unit 7 – 2 weeks
Unit 10 - 3 weeks
Unit 10 – 2 weeks
Unit 10 – 2 weeks
Two Northumberland teachers on what they've learnt from a focus on the basic maths building blocks in Reception and KS1
The full range of CPD opportunities available through Maths Hubs has been published
How does maths teaching in Shanghai schools look and feel to experienced observing teachers from England?
Six pairs of live presentations for secondary teachers
A new Maths Hubs project has been designed specifically for secondary HoDs
Support your Year 7s and develop students’ multiplicative reasoning skills
Support for leaders to implement change and maximise the impact of Maths Hubs professional development
CPD modules for Early Career Teachers (ECTs)
Teaching and curriculum guidance for primary teachers
NCETM Myth busting
Mathematical structure, manipulatives and myth-busting
How a secondary maths department includes everyone in the planning process and fosters shared learning
A celebration of the achievements made across ten years by England’s 40 Maths Hubs, supporting teachers and schools to improve maths teaching and learning
We visit Gorse Hill Primary School Work Group in Swindon, and find out how gap tasks are driving powerful changes in pedagogy
Our latest NCETM newsletter is now available
Our latest NCETM newsletter is now available
In every Maths Hub area, there’s a group of experienced teachers and education professionals who lead all the school and professional development work run by the hub.
Find out what our Professional Development Materials say about how children should be taught to multiply by 10
We talk to a Year 7 teacher and one of the authors of our newest secondary classroom resource
Our latest NCETM newsletter is now available
Our latest Primary Round-up is now available
We’ve just published the latest issue of Bespoke, which brings up-to-date news from the Maths Hubs Programme
Our latest NCETM newsletter is now available
A secondary maths teacher explains how she’s incorporating elements of ‘variation theory’ into all aspects of her teaching
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
We've recently published a substantial curriculum prioritisation resource for 2021/22
Our latest Primary Round-up is now available
The NCETM’s Primary Director attends investiture performed by Princess Anne
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
New professional development opportunities and support for schools
Maths Hubs CPD for 2023/24, podcast discussions, Ofsted maths teaching report and more
Developed by MEI, Oak’s materials are for both primary and secondary schools
Over 30 fully-funded professional development opportunities for schools and teachers at every stage
Materials to support you and your colleagues in assessing students at KS3
Unit 7 – 2 weeks
What the guidance consists of and how it aligns with other NCETM resources
A Maths Hubs programme that helps ‘train-up’ teachers whose first subject isn’t maths
The Oracy Commission Report’s recommendations and how this could impact on maths teaching and learning
Three secondary maths teachers discuss the best CPD they have taken part in
Five suggested number lines for use in KS3 and KS4 maths lessons
A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips
New projects offer something for your own professional development or to develop maths teaching across your department or school
Over 30 projects offer schools and teachers a variety of professional development options
Over 30 projects offer schools and teachers a variety of professional development
Whether you’re stepping into teaching for the first time or returning with years of experience, we’re here to support your journey with all the maths CPD you need this year and beyond
A term-by-term framework to support planning and teaching
A CPD community designed specifically for secondary heads of maths
Support for schools that have already engaged in Mastering Number at Reception and KS1
Information and advice to help schools seeking maths support from the National Tutoring Programme
Challenging the way we think about maths teaching and learning with Professors Alf Coles and Nathalie Sinclair
Making reasoning and problem-solving a coherent part of the maths curriculum
Our latest NCETM newsletter is now available
A summary of our February 2025 Week in Focus across social media
Don’t let your school miss out: everything you need to know about Maths Hubs and fully-funded CPD
What do we mean by variation in the secondary classroom?
How did it start and how does it run?
A set of video clips from 2014/15 centred on one lesson, focusing on the 6-times-table
How do your pupils learn times tables? From digestible research to interesting resources, these ideas will help you reflect
This article follows the concept of unitising through Years 1-6, also demonstrating effective curriculum sequencing
A summary of our publications in 2018/19, and a look ahead to what's coming in 2019/20
Scores of local projects around the country are contributing refinements to Maths Hubs' work in numerous areas
Our latest NCETM newsletter is now available
Our latest Primary Round-up is now available
Exchange visit to schools in England has regrettably been postponed due to the ongoing novel coronavirus outbreak in China
A Maths Hubs programme helps teachers with subject knowledge and pedagogy
Our latest Secondary Round-up is now available
Places for up to two thousand primary schools have been funded by the DfE – contact your Maths Hub to apply
Funded places for up to two thousand primary schools available – contact your Maths Hub to apply
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Last chance to join Securing Foundations at Year 7 in 2025/26, Oracy framework, new ECT expertise modules, start the new year with confidence, and more
A lesson from 2015/16 led by James Berry, subject leader and deputy head at Chesterton Primary School in Wandsworth
Video lessons on number, addition and subtraction for children in Years 1 and 2
A lesson from 2015/16 led by Clare Christie, maths subject leader for the Ashley Down Schools Federation in Bristol
At Trinity Academy in Halifax all teachers are now using place value counters with students across the ability range
Video lessons on number, addition and subtraction for children in Years 5 and 6
Video lessons on fractions for children in Years 5 and 6
Video lessons on linking fractions, decimals and percentages for children in Years 5 and 6
Video lessons on fractions for children in Years 3 and 4
Video lessons on multiplication for children in Years 1 and 2
Video lessons on fractions for children in Years 3 and 4
Video lessons on fractions for children in Years 3 and 4
Video lessons on multiplication for children in Years 1 and 2
Video lessons on multiplication for children in Years 1 and 2
Assess your confidence in teaching the content of the KS3 maths curriculum
Develop mathematical subject knowledge and pedagogy
Develop mathematical subject knowledge and pedagogy
Develop mathematical subject knowledge and pedagogy
Developed for use during school closures, these videos will also be useful for Covid recovery
What is the square that is being completed? Algebra tiles can be moved around to represent this manipulation - particularly with students familiar with area models of multiplication from KS3.
A Year 4 teacher talks about his enthusiasm for using manipulatives and how he’s adapted for Covid-19 restrictions
How Maths Hubs are helping secondary school maths departments 'train up' non-specialists to teach maths
Two ECTs share their experiences
Our latest NCETM newsletter is now available
30 projects offer schools and teachers a variety of professional development options
The Trends in International Mathematics and Science Study (TIMSS) confirms that England has maintained its high global performance in mathematics
Information about free professional development for ECTs, including the Expertise in Teaching Maths Modules
We speak to three Maths Hubs about how they moved their CPD offer online, what they learned, and what’s next
How one North East secondary school is 'Securing Foundations at Year 7', with a new Maths Hubs project aimed at supporting all students to thrive in the maths classroom
How bespoke support enabled a primary school to achieve its best ever maths SATs results
After two decades of teaching ‘telling the time’, Kristen Weiss discovers a way to help children better understand the complexities
Work with your colleagues to plan lessons and develop your own knowledge and pedagogy
Charlie Stripp and Jane Hawkins explore how oracy supports inclusion, equity and deep mathematical understanding
Opportunities for developing teachers and maths departments and resources to support all post-16 maths teaching
Highly-regarded professional development offering secondary non-specialist maths teachers valuable CPD focusing on subject knowledge and pedagogy
An archive of all Primary Round-ups and Magazines
Find out more about current NCETM team members with their areas of responsibility. If you want to get in touch with someone at the NCETM, email info@ncetm.org.uk with full details of your query and we will direct it to the right person
How secondary schools can continue to recover from the downward trends caused by the pandemic
How we support anyone who teaches maths
Six images that might prompt deeper thought when designing maths lessons from Year 1 to Year 6
Training materials, PowerPoints, videos and more are here to help primary schools plan maths teaching for the new school year
Autumn term support for maths teaching available from the NCETM and Maths Hubs
The nationwide project for primary schools continues in 2022/23
Over 30 projects offer professional development for schools and teachers
Removing setting from maths teaching in a three-form entry primary school
Assess your confidence in teaching the content of the KS1 and KS2 maths curriculum
Develop improved teaching approaches for A level Mathematics
Opportunities to explore and research how maths is learned and best taught
Supporting pupils to develop good number sense in multiplicative relationships
Discover ways to help students who need additional support to make good progress in KS3 and beyond
Strengthen understanding and confidence in a key area of the KS3 (Year 7 and Year 8) maths curriculum
Develop teaching approaches across secondary and post-16 to support students to achieve a Level 2 qualification
Stevie Devlin reflects on what he saw in a Year 1 lesson.
What secondary teachers said they love about the regular meetings with colleagues in their department
An article from our Director, Charlie Stripp
Hear from the co-leads of the RIWG for Oracy
Maths Hubs work with trusts within and across hub boundaries, benefiting thousands of pupils and hundreds of teachers
A maths teacher at an 11-16 school in West Sussex, explains how Year 10's first few weeks back worked
Five teachers describe books that have helped in their maths teaching
An interview with the main author and an early user
A teacher explains what it’s like to lose all your confidence for maths… and then recover it
Challenging the way we think about maths teaching and learning with Professors Alf Coles and Nathalie Sinclair
Challenging the way we think about maths teaching and learning with Professors Alf Coles and Nathalie Sinclair
An article from our Director, Charlie Stripp
An article from our Director, Charlie Stripp
Our latest NCETM newsletter is now available
Podcast listening is on the up and can play a role in maths CPD
Guidance, training materials and videos that unpick the teaching of specific topics.
Find out about online support for parents and teachers being offered by the NCETM during school closures
Our latest NCETM newsletter is now available
Lady Nicola Turing, wife of Alan Turing’s nephew Sir Dermot Turing, officially launched the newly named Turing NW Maths Hub
Find out what Work Groups are and how they work
Materials to support Early Years and Year 1 teachers
Unit 12 – 1 week
We talk to two teachers with years of experience teaching mixed-age classes, who are running Work Groups in their local hubs
We speak to Geoff Barton to explore the Oracy Commission Report: We need to talk, and its significance for maths teaching
A maths lead tells his school's story
Prompts for teachers to draw out mathematical thinking in KS2 or KS3 pupils
Charlie Stripp reflects on ten years of the Maths Hubs Programme
What do representations look like in the secondary classroom?
A London school models one possible way to make the transition
An archive of all Secondary Round-ups and Magazines
What one primary teacher has done to improve children's confidence by engaging parents in learning maths
Learning in lockdown: support for teaching and learning from the NCETM, including new primary video lessons, plus support available from elsewhere, and more
Understand how MATs can work in partnership with Maths Hubs
Unit 8 – 1 week
Unit 9 – 1 week
Unit 10 – 1 week
Do your students know that, for any two numbers, there’s always a unique third number that links them multiplicatively?
Two Secondary Mastery Specialists explain the benefits of mastery to them, their departments, and their students
We dispel some of the common myths about teaching for mastery
Two teachers tell their stories, and explain how mastery is being introduced across a Maths Hub area
Headteacher, Sarah Hawes and maths lead, Tracey Baruah explain their enthusiasm for what the Mastery Readiness Programme is offering the children in their school
A secondary head explains how adopting a mastery approach has transformed teaching and learning in maths
We discover what it’s like to take part in the Primary Mastery Specialist Programme
Embracing teaching for mastery has enabled EAL pupils to engage fully in maths lessons, says headteacher
Discover how Secondary Mastery Specialists are transforming maths teaching in an inner-city London girls’ school
Hear from a Year 6 teacher who leads local Teaching for Mastery Work Groups
Based on the underpinning principles of teaching for mastery, the Trailblazers explore ways to develop provision in FE mathematics teaching
Bringing a teaching for mastery lens to Oak’s financial education resources across the primary and secondary phases
Jenny Laurie, deputy head and maths teacher at a central London secondary school, talks about being one of the very earliest to adopt a teaching for mastery approach in maths
Hear from a Mastery Specialist as he shares the impact of this fully-funded programme on post-16 maths teaching at Andover College
Two teachers discuss introducing teaching for mastery to secondary schools
Guiding principles that underpin NCETM and Maths Hubs work, in maths teaching at every school and college phase
Find out how three schools deliver maths through teaching for mastery, and why Ofsted liked what they saw
How a secondary school maths department works together to ensure all maths lessons in Years 7 and 8 are consistent in approach
The NCETM’s Primary Mastery Specialist programme is now accepting applications for 2019/20
The NCETM plans a new programme to train specialists in teaching maths up to Level 2 to post-16 students
The NCETM’s Primary Mastery Specialist Programme is now accepting applications for 2020/21
Primary Teaching for Mastery Work Groups now recruiting
Leanne Casey tells us about her experiences of becoming a Mastery Specialist
A discussion with the head of a Birmingham primary school which embraced teaching for mastery in 2016
How a new two-year rolling programme strengthens curriculum coherence and deepens content coverage for all pupils
A short video illustrates teaching for mastery in secondary classrooms
A Work Group looks at ways to manage maths curriculum objectives with two or more year groups in one class
The first batch of Spine 3: Fractions mastery professional development materials can be downloaded
If you trained as a Mastery Specialist but haven’t led any Maths Hubs work for a while, why not get back in touch?
Read about our comprehensive Secondary Mastery Professional Development Materials, what they are, who they are for, and how they can be used
What happens when a school fully embraces Maths Hubs professional development?
An interview with three of the people behind the recently published Secondary Mastery Professional Development Materials
Two options for schools to strengthen maths teaching in KS3 over the next two years and beyond
Article by Jenny Laurie, Deputy Head at The St Marylebone CE School, London
The first batch of Spine 2: Multiplication and Division mastery professional development materials is now available
Hear how this programme develops teaching expertise, strengthens departments and supports coherent maths practice across schools and trusts
Five thousand schools engaging
In an introduction to our series on the Five Big Ideas at Secondary, we explore the principles that underpin teaching for mastery
Why is coherence one of the Five Big Ideas in Teaching for Mastery?
An article from our Director, Charlie Stripp
Mastery Specialists will be recruited to lead activity in future years, and a new CPD project will run
How teaching for mastery approaches can support students with dyscalculia to engage positively with maths
NCETM Director for Post-16 GCSE/FSQ, Emma Bell, shares details of a new cohort of Mastery Specialists
Discover how to use Representation and Structure – one of the Five Big Ideas in Teaching for Mastery – to improve maths teaching
Why is Coherence one of the Five Big Ideas in Teaching for Mastery? And what does it mean for primary maths teachers?
We visit two very different primary schools, and learn about their reasons for choosing teaching for mastery and its impact
Fully funded professional development opportunities are available from September 2019
Around a hundred teachers are needed, spread across England
A discussion with the two lead editors of the PD materials
Two secondary headteachers describe how they make engaging in professional development activities a matter of policy
An article from our Director, Charlie Stripp
Why is fluency one of the Five Big Ideas in Teaching for Mastery? And what does it mean for secondary maths teachers?
How our Professional Development materials can help you consolidate your subject knowledge, plan your maths lessons effectively and be assured that your pupils will grasp concepts with confidence
Find out how one school harnessed the mastery approach used in its feeder schools to support new Year 7 students
Charlie Stripp and Debbie Morgan respond to a recent TES article by Peter Foulds and David Thomas regarding the primary curriculum and potential reform
A teacher shares how the programme has influenced her practice, her department, and her students
Charlie Stripp and Carol Knights suggest ways in which the curriculum and assessment of secondary mathematics might be improved
Charlie Stripp and Carol Knights continue their two-part discussion with a focus on how secondary maths assessment could be improved
A teacher from St George’s Primary School, Wirral, has won a SHINE award
Charlie Stripp and Emma Bell explore how curriculum and assessment reform could transform the maths experience of post-16 learners
Exciting new collaboration with the Education Endowment Foundation, last chance to apply for two mastery specialist programmes, and more
A Year 4 teacher and Mastery Specialist explains how she teaches maths lessons outside and encourages other teachers to have a go
Associate Deputy Director for Secondary, Jane Hawkins, shares a new framework for oracy in mathematics which presents the foundational principles of oracy in a teaching for mastery context
A primary maths lead in an area of high social and economic deprivation explains how a mastery approach to teaching precise mathematical vocabulary is giving pupils in her school a voice
Secondary ITE Professional Development materials now available
Teachers in all phases are invited to apply for programmes to lead professional development and school-wide development
Variation can be used to support pupils to develop a deep understanding of the maths they are learning
How one school employed a primary teacher to help introduce mastery
What are the implications for Ofsted evaluation if the mastery principle is followed rigorously?
A Mastery Specialist gives her impressions of maths teaching in a primary school in Shanghai
Primary Mastery Specialists Faye Glendinning and Sam Shutkever take us through the gritty detail of their episodic lesson planning
Two Mastery Specialist teachers give their impressions of maths teaching in a secondary school in Shanghai
Building number sense and fluency in Reception and Key Stage 1
A profile of two multi-academy trusts (MATs) reaping the rewards of participation in Maths Hubs teaching for mastery work
Why get involved with the Maths Hubs Programme? Find out how it can benefit you and your school
The NCETM’s Primary Director is included in Queen’s Birthday Honours
We share how schools in one of Britain’s most economically-challenged areas are working with their local Maths Hub to ensure all pupils can succeed
Two new classroom-based videos designed to support teachers using our Secondary Mastery Professional Development Materials
Support for maths learning and teaching during school closures, Primary and Secondary Mastery Specialist recruitment, and other opportunities for 2020/21
Why is mathematical thinking so important in the secondary classroom?
A summary of our September 2025 Week in Focus across social media
From fluency and Ofsted to mathematical talk and non-specialist support, we share some popular features from the past year we think you’ll enjoy
Is fluency just about recalling facts?
Practical tips from a secondary maths teacher
Two primary schools explain how they use textbook schemes to support teaching for mastery
A guided tour around what’s on offer for new and experienced primary teachers at the start of the new school year. Updated September 2023
A maths lead explains how our resource has given her teachers an easy route into the mastery materials as well as excellent pedagogical development
A maths lead tells us how she teaches maths to pupils with varied needs, and supports her colleagues and other local teachers to do the same
Debbie Morgan explains why all children should be included in all aspects of a primary maths lesson
How do Maths Hubs support teachers whose main subject isn’t maths?
Resources available on the NCETM website and CPD opportunities through Maths Hubs – all free for secondary maths departments
What does Mathematical Thinking really mean in the primary classroom?
How one trust has paved the way for its schools to benefit from the Maths Hubs Programme
NCETM’s Director for Primary tells us why she thinks teachers no longer need to provide different work for different children
Hear from a Cohort Lead on the Primary Teaching Assistants Specialist Knowledge for Teaching Mathematics Programme
Even if you’re not setting maths to be accessed independently, our videos can support your remote provision
At Rocklands School in Lichfield, children with complex learning needs are being supported to develop confidence and fluency in maths with the Mastering Number Programme
We look at five ways number lines can be used in KS1 to explore and reason with numbers
Hear from a Cohort Lead on the Early Years Specialist Knowledge for Teaching Mathematics Programme
Teachers in all phases are invited to apply for programmes to lead CPD and school-wide development
Booking is now open for our secondary ITE tutor conferences
Expression of interest form open for both primary and secondary teachers
Up-to-date news from the Maths Hubs Programme
Up-to-date news from the Maths Hubs Programme
Recruiting now for maths professional development leadership opportunities in 2023/24. Apply by the end of March!
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Benefits of getting involved as a participating school or LLME
Up-to-date news from the Maths Hubs Programme
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
We visit a school using the materials to structure INSET and department time for professional development
Our latest NCETM newsletter is now available
Our latest podcast with two London-based secondary heads
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Up-to-date news from the Maths Hubs Programme
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Maths Hubs Programme report, new blog post from director, Checkpoints video, maths grants and more
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
How an English primary teacher had his maths lesson observed while in Shanghai
How NCETM resources and Maths Hubs CPD programmes can help repair any damage to learning caused by the pandemic
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Two examples of multi-academy trusts (MATs) successfully engaging with Maths Hubs and seeing maths performance rise
New lead schools sought for two Maths Hubs, research and innovation, and more
Latest TIMSS results, 2025/26 PD leadership opportunities, curriculum and assessment reform, and more
A round-up of our recent features, which might stimulate your thinking for September
Welcome to our first newsletter of 2019
An article from our Director, Charlie Stripp
Our final communication of the school year amalgamates the Primary and Secondary Round-ups and our National Newsletter
Our latest NCETM newsletter is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
New 60-second update, the NCETM Maths Podcast, Oak resources, subject association news
New KS3 projects, CPD for 2024/25, work with us, and more
Two Northumberland teachers on what they've learnt from a focus on the basic maths building blocks in Reception and KS1
The full range of CPD opportunities available through Maths Hubs has been published
How does maths teaching in Shanghai schools look and feel to experienced observing teachers from England?
Six pairs of live presentations for secondary teachers
A new Maths Hubs project has been designed specifically for secondary HoDs
Support your Year 7s and develop students’ multiplicative reasoning skills
Mathematical structure, manipulatives and myth-busting
How a secondary maths department includes everyone in the planning process and fosters shared learning
A celebration of the achievements made across ten years by England’s 40 Maths Hubs, supporting teachers and schools to improve maths teaching and learning
Our latest NCETM newsletter is now available
Our latest NCETM newsletter is now available
Find out what our Professional Development Materials say about how children should be taught to multiply by 10
We talk to a Year 7 teacher and one of the authors of our newest secondary classroom resource
Our latest NCETM newsletter is now available
Our latest Primary Round-up is now available
We’ve just published the latest issue of Bespoke, which brings up-to-date news from the Maths Hubs Programme
Our latest NCETM newsletter is now available
A secondary maths teacher explains how she’s incorporating elements of ‘variation theory’ into all aspects of her teaching
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
We've recently published a substantial curriculum prioritisation resource for 2021/22
Our latest Primary Round-up is now available
The NCETM’s Primary Director attends investiture performed by Princess Anne
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
New professional development opportunities and support for schools
Maths Hubs CPD for 2023/24, podcast discussions, Ofsted maths teaching report and more
Developed by MEI, Oak’s materials are for both primary and secondary schools
Over 30 fully-funded professional development opportunities for schools and teachers at every stage
A Maths Hubs programme that helps ‘train-up’ teachers whose first subject isn’t maths
The Oracy Commission Report’s recommendations and how this could impact on maths teaching and learning
Three secondary maths teachers discuss the best CPD they have taken part in
Five suggested number lines for use in KS3 and KS4 maths lessons
A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips
New projects offer something for your own professional development or to develop maths teaching across your department or school
Over 30 projects offer schools and teachers a variety of professional development options
Over 30 projects offer schools and teachers a variety of professional development
Whether you’re stepping into teaching for the first time or returning with years of experience, we’re here to support your journey with all the maths CPD you need this year and beyond
Challenging the way we think about maths teaching and learning with Professors Alf Coles and Nathalie Sinclair
Making reasoning and problem-solving a coherent part of the maths curriculum
Our latest NCETM newsletter is now available
A summary of our February 2025 Week in Focus across social media
Don’t let your school miss out: everything you need to know about Maths Hubs and fully-funded CPD
What do we mean by variation in the secondary classroom?
How do your pupils learn times tables? From digestible research to interesting resources, these ideas will help you reflect
This article follows the concept of unitising through Years 1-6, also demonstrating effective curriculum sequencing
A summary of our publications in 2018/19, and a look ahead to what's coming in 2019/20
Scores of local projects around the country are contributing refinements to Maths Hubs' work in numerous areas
Our latest NCETM newsletter is now available
Our latest Primary Round-up is now available
Exchange visit to schools in England has regrettably been postponed due to the ongoing novel coronavirus outbreak in China
A Maths Hubs programme helps teachers with subject knowledge and pedagogy
Our latest Secondary Round-up is now available
Places for up to two thousand primary schools have been funded by the DfE – contact your Maths Hub to apply
Funded places for up to two thousand primary schools available – contact your Maths Hub to apply
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Secondary Round-up is now available
Our latest Primary Round-up is now available
Our latest Primary Round-up is now available
Last chance to join Securing Foundations at Year 7 in 2025/26, Oracy framework, new ECT expertise modules, start the new year with confidence, and more
What is the square that is being completed? Algebra tiles can be moved around to represent this manipulation - particularly with students familiar with area models of multiplication from KS3.
A Year 4 teacher talks about his enthusiasm for using manipulatives and how he’s adapted for Covid-19 restrictions
How Maths Hubs are helping secondary school maths departments 'train up' non-specialists to teach maths
Two ECTs share their experiences
Our latest NCETM newsletter is now available
30 projects offer schools and teachers a variety of professional development options
The Trends in International Mathematics and Science Study (TIMSS) confirms that England has maintained its high global performance in mathematics
We speak to three Maths Hubs about how they moved their CPD offer online, what they learned, and what’s next
How one North East secondary school is 'Securing Foundations at Year 7', with a new Maths Hubs project aimed at supporting all students to thrive in the maths classroom
How bespoke support enabled a primary school to achieve its best ever maths SATs results
After two decades of teaching ‘telling the time’, Kristen Weiss discovers a way to help children better understand the complexities
Work with your colleagues to plan lessons and develop your own knowledge and pedagogy
Charlie Stripp and Jane Hawkins explore how oracy supports inclusion, equity and deep mathematical understanding
How secondary schools can continue to recover from the downward trends caused by the pandemic
Six images that might prompt deeper thought when designing maths lessons from Year 1 to Year 6
Training materials, PowerPoints, videos and more are here to help primary schools plan maths teaching for the new school year
Autumn term support for maths teaching available from the NCETM and Maths Hubs
The nationwide project for primary schools continues in 2022/23
Over 30 projects offer professional development for schools and teachers
Stevie Devlin reflects on what he saw in a Year 1 lesson.
What secondary teachers said they love about the regular meetings with colleagues in their department
An article from our Director, Charlie Stripp
Hear from the co-leads of the RIWG for Oracy
Maths Hubs work with trusts within and across hub boundaries, benefiting thousands of pupils and hundreds of teachers
A maths teacher at an 11-16 school in West Sussex, explains how Year 10's first few weeks back worked
Five teachers describe books that have helped in their maths teaching
An interview with the main author and an early user
A teacher explains what it’s like to lose all your confidence for maths… and then recover it
Challenging the way we think about maths teaching and learning with Professors Alf Coles and Nathalie Sinclair
Challenging the way we think about maths teaching and learning with Professors Alf Coles and Nathalie Sinclair
An article from our Director, Charlie Stripp
An article from our Director, Charlie Stripp
Our latest NCETM newsletter is now available
Podcast listening is on the up and can play a role in maths CPD
Guidance, training materials and videos that unpick the teaching of specific topics.
Find out about online support for parents and teachers being offered by the NCETM during school closures
Our latest NCETM newsletter is now available
Lady Nicola Turing, wife of Alan Turing’s nephew Sir Dermot Turing, officially launched the newly named Turing NW Maths Hub
We talk to two teachers with years of experience teaching mixed-age classes, who are running Work Groups in their local hubs
We speak to Geoff Barton to explore the Oracy Commission Report: We need to talk, and its significance for maths teaching
A maths lead tells his school's story
Prompts for teachers to draw out mathematical thinking in KS2 or KS3 pupils
Charlie Stripp reflects on ten years of the Maths Hubs Programme
What do representations look like in the secondary classroom?
What one primary teacher has done to improve children's confidence by engaging parents in learning maths
Learning in lockdown: support for teaching and learning from the NCETM, including new primary video lessons, plus support available from elsewhere, and more
Do your students know that, for any two numbers, there’s always a unique third number that links them multiplicatively?
Supplementary content to support use of the Secondary Mastery PD Materials
One North Yorkshire primary school has made teaching for mastery work in four classes which span seven year groups
The Mastery Readiness Programme enables schools to put in place structures, systems and positive mathematical culture so they can successfully engage in teaching for mastery
At Richard Taylor Primary School, a clever combination of whole- and split-class teaching has led to pupils excelling in maths
Liam Colclough, a headteacher in Sheffield, is convinced that to introduce teaching for mastery effectively, a shift in mindset is required
Emma Patman, a Year 4 teacher, explains how her teaching has been transformed by her exposure to teaching for mastery pedagogy
A primary school in Harrogate has developed a two-year rolling programme that creates more curriculum time
Embracing teaching for mastery in maths has seen pupils’ love for the subject contribute to some exceptional end of year outcomes for all year groups
We visit the classroom of Hannah Gray, a primary teacher involved in trialling new Singapore-style textbooks, designed to support a mastery approach
At a small, rural primary school, pupils in mixed-age classes benefit from teaching for mastery approaches
A visit to two lessons at Tomlinscote School in Frimley, Surrey
A group of schools in Northamptonshire have been addressing this issue, with encouraging results
Pairs of teachers explore small sections of the mastery materials in depth
Theme 2 comprises two core concepts: arithmetic procedures; solving linear equations.
Theme 6 comprises four core concepts: geometrical properties; perimeter, area and volume; transforming shapes; constructions.
Theme 4 comprises two core concepts: sequences; graphical representations.
Theme 3 comprises two core concepts: understanding multiplicative relationships; trigonometry.
Theme 5 comprises three core concepts: statistical representations and measure; statistical analysis; probability.
Questions, tasks and activities supporting teaching for mastery.
Green shoots of Teacher Research Groups (TRGs) are slowly spreading their fronds of mastery exploration across the country
Videos showing a teacher working with small groups of students from her Year 8 class
Theme 11
Theme 10
Theme 1 comprises four core concepts: place value, estimation and rounding; properties of number; ordering and comparing; simplifying and manipulating expressions, equations and formulae.
Theme 8 comprises two core concepts: working with direct and inverse proportion; understanding graphical representations of proportionality.
Theme 9 comprises five core concepts: exploring linear equations and inequalities; exploring non-linear sequences; exploring quadratic equations; inequalities and graphs; sequences, functions and graphs; exploring trigonometric functions
Theme 7 comprises two core concepts: using structure to calculate and estimate; using structure to transform and evaluate expressions.
Core concept 6.3 introduces translation, rotation, reflection and enlargement. It explores the degrees of freedom available, in terms of what does and doesn’t vary for each one.
Core concept 3.1 explores fractions, percentages, ratio and proportion (direct and inverse) as contexts in which multiplicative relationships are used.
Core concept 6.1 covers angle facts and the geometry of intersecting lines, similarity and congruence, and Pythagoras’ theorem.
Core concept 2.1 offers guidance on developing understanding of the mathematical structures that underpin standard procedures for calculation with decimals, fractions and directed numbers.
Core concept 5.3 introduces probability as a way to quantify, explore and explain likelihood and coincidence, and to reason about uncertainty.
Core concept 1.1 covers the structure of our place-value system (particularly as it relates to decimals) and rounding numbers to a required number of decimal places or significant figures.
Core concept 2.2 explores how linear equations are effectively the formulation of a series of operations on unknown numbers and how solving them involves undoing these operations.
Core concept 6.2 covers how the formulae for perimeter, area and volume are derived and connected, and the importance of reasoning mathematically to solve a range of problems.
Core concept 1.3 covers the conversion of decimals to fractions (and vice versa), ordering positive and negative integers, fractions and decimals, and the expression of numbers in standard form.
Core concept 5.2 explores making informed choices about which statistical analysis and representation to use for different types of data, as well as the effect on interpretation.
Core concept 3.2 introduces trigonometric functions through the unit circle. Ideas of similarity, scale factor and multiplicative relationships are integrated to explore problem-solving.
Core concept 6.4 explores: triangles of given lengths; a perpendicular bisector of a line segment; a perpendicular to a given line through a given point; an angle bisector.
Core concept 1.2 focuses on factors, multiples and primes, exploring various representations to support understanding of highest common factors and lowest common multiples.
Core concept 4.1 covers sequences through exploration of the mathematical structure. It also introduces the idea of the nth term of a linear sequence.
Core concept 4.2 introduces x- and y-coordinates as input and output of a function. It explores linear and quadratic functions, and how linear graphs can solve simultaneous equations.
Core concept 1.4 concerns the generalisation of number structures, the use of algebraic symbols, and techniques for their manipulation. The rearranging of formulae is also explored.
Core concept 5.1 covers measures of central tendency, work with grouped data and measures of spread, as well as the construction of scatter graphs and pie charts.
Core concept 7.1 focuses on understanding different representations of number and using the structure of the number system to make appropriate estimations.
Core concept 7.2 deepens understanding of fractions, indices and surds, and explores generalised expressions which underpin algebraic proof.
Core concept 8.1 focuses on students’ maturing understanding of multiplicative relationships and extending this understanding to explore proportional relationships.
Core concept 8.2 focuses on multiplicative structure, particularly recognising and describing the characteristics of a multiplicative relationship from its graphical representation.
Core concept 9.1 uses both graphical and algebraic representations to deepen students’ understanding of linear functions, including inequalities and simultaneous equations
Core concept 9.2 extends students’ understanding of sequences to look more deeply at non-linear sequences
Core concept 9.3 extends students’ understanding of graphs, to include quadratic equations and inequalities
Core concept 9.4 explores what it means to think and reason functionally, with an emphasis on graphical representations, exponential relationships, and transformations of functions
Core concept 9.5 builds on students’ existing knowledge to explore trigonometric functions in depth
Videos and resources for teaching Key Stage 3 maths topics
Six professional development units designed for ITE tutors to use with secondary trainee maths teachers
Six professional development units designed for ITE tutors to use with primary trainee teachers exploring maths
Unit 1 – 7 weeks
Unit 1 – 2 weeks
Unit 1 – 6 weeks
Unit 1 – 5 weeks
Unit 1 – 3 weeks
Unit 1 – 4 weeks
Unit 2 – 2 weeks
Unit 2 – 3 weeks
Unit 2 – 3 weeks
Unit 2 – 5 weeks
Unit 2 – 2 weeks
Unit 3 – 1 week
Unit 3 – 4 weeks
Unit 3 – 2 weeks
Unit 3 – 2 weeks
Unit 4 – 2 weeks
Unit 3 – 2 weeks
Unit 5 – 4 weeks
Unit 4 – 4 weeks
Unit 4 – 6 weeks
Unit 5 – 7 weeks
Unit 5 – 3 weeks
Unit 2 – 10 weeks
Unit 5 – 2 weeks
Unit 6 – 5 weeks
Unit 5 – 5 weeks
Unit 7 – 3 weeks
Unit 6 – 2 weeks
Unit 6 – 3 weeks
Unit 6 – 3 weeks
Unit 6 – 2 weeks
Unit 5 - 2 weeks
Unit 6 – 4 weeks
Unit 7 – 1 week
Unit 7 – 4 weeks
Unit 7 – 6 weeks
Unit 8 – 3 weeks
Unit 9 – 2 weeks
Unit 10 – 1 week
Unit 11 – 2 weeks
Unit 12 – 1 week
Unit 13 – 1 week
Unit 8 – 7 weeks
Unit 9 - 2 weeks
Unit 8 – 1 week
Unit 9 – 5 weeks
Unit 12 – 2 weeks
Unit 8 – 5 weeks
Unit 9 – 4 weeks
Unit 10 – 2 weeks
Unit 8 – 4 weeks
Unit 9 – 5 weeks
What are LLMEs, and how have they taken on the role? In our ‘Spotlights’ series, we speak to LLMEs across the country, in all phases, to learn more
A series of 52 PowerPoints containing activities and professional development stimuli based on key ideas from the core concepts explored in the KS3 PD materials
Unit 4 – 3 weeks
Unit 3 – 2 weeks
Unit 4 – 2 weeks
Unit 7 – 2 weeks
Unit 10 - 3 weeks
Unit 10 – 2 weeks
Unit 10 – 2 weeks
We visit Gorse Hill Primary School Work Group in Swindon, and find out how gap tasks are driving powerful changes in pedagogy
Materials to support you and your colleagues in assessing students at KS3
Unit 7 – 2 weeks
What the guidance consists of and how it aligns with other NCETM resources
A term-by-term framework to support planning and teaching
A set of video clips from 2014/15 centred on one lesson, focusing on the 6-times-table
A lesson from 2015/16 led by James Berry, subject leader and deputy head at Chesterton Primary School in Wandsworth
Video lessons on number, addition and subtraction for children in Years 1 and 2
A lesson from 2015/16 led by Clare Christie, maths subject leader for the Ashley Down Schools Federation in Bristol
At Trinity Academy in Halifax all teachers are now using place value counters with students across the ability range
Video lessons on number, addition and subtraction for children in Years 5 and 6
Video lessons on fractions for children in Years 5 and 6
Video lessons on linking fractions, decimals and percentages for children in Years 5 and 6
Video lessons on fractions for children in Years 3 and 4
Video lessons on multiplication for children in Years 1 and 2
Video lessons on fractions for children in Years 3 and 4
Video lessons on fractions for children in Years 3 and 4
Video lessons on multiplication for children in Years 1 and 2
Video lessons on multiplication for children in Years 1 and 2
Assess your confidence in teaching the content of the KS3 maths curriculum
Opportunities for developing teachers and maths departments and resources to support all post-16 maths teaching
Removing setting from maths teaching in a three-form entry primary school
Assess your confidence in teaching the content of the KS1 and KS2 maths curriculum
Materials to support Early Years and Year 1 teachers
Unit 12 – 1 week
A London school models one possible way to make the transition
Unit 8 – 1 week
Unit 9 – 1 week
Unit 10 – 1 week