What is involved?

Whilst recognising the requirements of the Early Career Framework, the programme will provide a subject-specific focus for the Early Career Teacher that enhances the statutory offer. It provides an opportunity for the focus to remain on the teaching of maths. Pulling on NCETM resources and the expertise of the Cohort Lead, the Early Career Teacher will have the opportunity to work with teachers at a similar stage of their career, participating in a programme that is sufficiently bespoke to meet their needs.

The programme runs over an equivalent of three or four days, and is the first year of a two-year programme. The second year is recommended, but optional, with the two elements being designed together to make a coherent offer for an Early Career Teacher of secondary maths.

In order to engage with this programme, participants will need to ensure they are able to attend each session with their local group and ensure that their headteacher supports their attendance. The sessions will be equivalent to three or four days over the academic year. 

What does the programme cover?

The programme will build on the knowledge gained during initial teacher training.

This will be achieved by focusing on one area of maths in detail: multiplicative reasoning – a key idea underpinning a number of concepts within maths.

By considering three elements – observing learning, task design, and lesson design – over an equivalent of three or four days, the Early Career Teacher will be supported in designing effective learning and teaching for maths. All sessions will include opportunities that will meaningfully impact on their classroom practice. 

Who can take part?

Participants will be those identified as Early Career Teachers – teachers in their first or second year of teaching. If participants were unable to engage in their first two years, Maths Hubs can consider those in their third year of teaching. 

What is the cost?

The SKTM Secondary Early Career Teachers Programme project is fully funded by the Maths Hubs Programme so is free to participating schools.

• 97% of participants agreed that their knowledge of how to teach maths has deepened.  

• The focus on multiplicative reasoning demonstrated how it underpins different areas of maths and the connections and sequencing of ideas.  

• 94% agreed that they have changed something in their practice and that they were able to evaluate and adapt existing resources to meet the needs of their students.  

• The focus on multiplicative reasoning enabled participants to develop practice around a core topic. Participants are now confident to use a range of representations in their teaching.