Who can take part? This opportunity is for those who teach and/or have responsibility for the curriculum in Years 5-8. Participants may be subject leaders or teachers with responsibility for transition in a school. They need to be supported to try out different tasks with their pupils and be released to attend three full-day workshops. […]
Years 5-8 Continuity 2026/27 Read More »
Who can take part? This programme is designed for primary and special school teaching assistants who are supporting maths, and who would like to develop their specialist knowledge for teaching maths. This may be particularly relevant for teaching assistants who have not recently received maths-specific training. The programme will focus on what is effective in the learning and teaching
Who can take part? Participants will be those identified as having recently started their teaching career; for this programme that means teachers in their second or third year of teaching. All ECTs participating in this programme will be enrolled onto the ECT Expertise in Teaching Maths Modules. ECTs can complete these at their own pace
Specialist Knowledge for Teaching Mathematics – Primary Early Career Teachers NCP26-28 Read More »
Who can take part? This online programme supports primary and special school teachers to develop specialist knowledge for teaching mathematics, complementing teaching for mastery approaches as exemplified in the NCETM’s Essence of Mathematics Teaching for Mastery. It is particularly relevant for individual teachers who have moved phases and teachers who have not recently received maths-specific training. The focus this year is on Number Pathway. Date/Location Online sessions, dates
Best Start in Life As part of the Best Start in Life strategy, 2026/27 sees the SKTM (Reception Teachers and accompanying Teaching Assistants) Programme replace the previous SKTM for Early Years. This programme will bring together the previous two pathways for Number and Spatial Reasoning in a one-year programme. Who can take part? This programme
Specialist Knowledge for Teaching Mathematics – Reception Teachers Programme NCP26-25 Read More »
The Teaching for Mastery Programme is a professional development opportunity designed to support schools to develop best practice in maths. It is suitable for both state funded and special schools interested in implementing a teaching for mastery approach to maths. Who can take part? Primary schools that have not previously engaged in teaching for mastery.
Primary Teaching for Mastery Introductory Work Groups 2026/27 Read More »
This is for primary schools who have previously taken part in a Teaching for Mastery Work Group and want to continue to deepen and embed their approach. Who can take part? This Work Group is intended for all schools who have previously participated in a Teaching for Mastery Work Group. The year begins with an online meeting
Primary Teaching for Mastery Work Group 2026/27 Read More »
Who can take part? This community is open to subject leaders from all 2025/26 Mastering Number at Reception and KS1 schools and Mastering Number at Reception and KS1 schools from previous cohorts that have not yet participated in this community. All participating schools need to be engaged in a 2026/27 Teaching for Mastery Work Group. This
Mastering Number – Embedding the Impact – 2026/27 Read More »
Who can take part? This opportunity is open to all schools participating in (continuing) Teaching for Mastery Work Groups. It is not available to schools in Introductory Work Groups. Lead participants from Work Group schools will be two teachers – one each from Year 4 and Year 5. Support will also be given to maths
Mastering Number at KS2 2026/27 Read More »
New for 2026/27 Mastering Number at Reception / KS1 will cover all the number element of the reception maths curriculum, and will now also include all the spatial reasoning/shape elements of the curriculum. In Reception, it is designed to be used to teach the full maths curriculum for all five days of the week in
Mastering Number at Reception and KS1 2026-27 Read More »
