Home » NCP Projects 2016-17

NCP Projects 2016-17



England–China Education Research & Innovation Project

For Primary and Secondary


To adapt, adopt and embed the best practice observed during home and away legs of the Shanghai research visits.
To share the Shanghai approach to mathematical pedagogy to help improve pupils’ mathematical fluency and mastery.
To develop Shanghai methodology into classroom practice by incorporating calculation and number fluency, same day intervention alongside deep conceptual understanding.


Within the Shanghai philosophy, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on



Shanghai colleagues teaching in our classrooms

The aim, as far as the English schools are concerned, is to learn lessons from how maths is taught in Shanghai, with particular focus on the mastery approach and then research and develop ways in which similar teaching approaches can be used in English classrooms.

The Shanghai teachers - all mathematics education graduates - taught lessons on their own and with their host teacher, following exactly the approach they use in their own classrooms.

Five key aspects of the Shanghai approach was demonstrated in these lessons,
• Teaching for mastery (the answer is only the beginning)
• Calculation practice and number fluency
• Lesson design
• High quality textbooks
• Assessment/feedback/homework.

Who is involved? Eldon Grove Academy, Cotsford Primary

Interested to find out more and how you can adopt, adapt and embed in your school?


Teacher Research Groups (TGR) used to investigate the Shanghai approach

Following the success of the exchange programme in the primary phase, colleagues from Egglescliffe School embarked upon an exchange this year. They visited schools in Shanghai and then for the month of November they hosted two teachers who taught lessons to Key Stage 3 classes.

Observed by more than 80 teachers, the remit as directed by the DfE is to look at teaching for mastery. The home-leg visit enabled teachers from across the region not simply to observe lessons but also to take part in Teacher Research Groups (TGR) with the teachers from Shanghai. This common-place activity in Shanghai gives teachers the opportunity to question what they see and unpack the design of the lesson and the choice of activities.

Who is involved? Egglescliffe School

Interested to find out more and how you can adopt, adapt and embed in your school?
Contact: Gavin Whyte (Sub Hub Maths Lead) gwhyte@egglescliffe.org.uk



Mastery Pedagogy for Primary mathematics; Use of high quality textbooks -Singapore

For Primary and Secondary


To use of high quality textbooks (linked to Singapore) to support teacher professional development and deep conceptual and procedural knowledge for pupils. This National Project seeks to support the development of teaching through the use of a textbook approach, adapted from those currently used in Singapore.

The project is being trialled by two lead schools in Stockton and Darlington in Year 1 and Year 2. The lead schools will develop and embed a mastery approach to mathematical teaching, using the textbooks.

Schools are supported through intensive training through Inspire and are provided with a Teacher’s book to aid planning, textbooks to support conceptual, procedural and variation experiences. The pupils complete work in the high quality exercise book which presents concepts in a variety of forms – concrete, pictorial and abstract.

The purpose of the textbook approach to ensure all pupils experience mathematics at a depth matched to their needs. The textbooks are just as much a professional resource as they are a learning resource for pupils. The constant emphasis on mathematical relationships is a strength throughout this project and certainly supports the mastery approach.

“ We love maths now and enjoy working in the exercise books, they are fun and I easy to use.”
- Pupil in Lead School.

Who is involved? St Bede's, Stockton

Interested to find out more and how you can adopt, adapt and embed in your school?


Increasing Participation in Level 3 Maths Post 16

For Secondary

2 year Core Maths Course (ages X-X)


To ensure students, who are not planning to take AS or A-level mathematics, keep up their valuable maths skills and achieve Level 3 qualification (similar to an AS) assessed by final examination and submission of a portfolio of coursework (optional dependent on establishment). DSC_6913lowres As one of the national priorities for the Maths Hubs Programme, from the outset there has been a huge drive to increase post-16 participation in maths, not just in terms of the study of Maths A-level and Further Maths A-level but also the introduction of the new level 3 qualification, Core Maths.

Now the most studied A-level, Maths A-Level has seen its popularity continue to rise in recent years and so there is a continued drive to increase the numbers studying Further Maths A level and ensure that the gender imbalance is addressed for both maths A-levels. Increasing girls’ participation is high on the agenda as part of this national project and continues to be one of the foci for the Further Maths Support Programme (FMSP).

There has been a level 3 work group running from the inception of the Maths Hubs and for us, a real focus has involved looking at improving transition from GCSE to A-level. Phil Moxon from the FMSP has led this group with termly meetings, focusing on sharing ideas and best practice on particular topics pupils need to develop a better understanding of, in order to ensure success at A-Level.

Within our post-16 workgroup we also have a huge focus on Core Maths. As an early adopter and also with Rose-Marie Rochester holding the post of Core Maths Lead for the area, we are keen to encourage the attitude of not simply, ‘Shall I study Maths at level 3?’ but more, ‘What maths shall I study?’, thus encouraging participation in the subject for all students.

We support schools and colleges in Durham, Newcastle, Hartlepool, Sunderland and Lanchester and are keen to encourage others to consider offering the Core Maths qualification to Sixth Form students who have achieved a grade C or above and are not studying Maths or Further Maths A- levels.

The Core Maths qualification is offered by a number of boards, is equivalent to an AS level and carries the equivalent UCAS points. There is a real focus on problem solving and with an increase in the maths content of geography, business studies, physics, biology, chemistry and psychology, the Core Maths qualification would complement a huge assortment of A-level combinations and support the maths within other courses.

Who is involved?
Early Adopters of Core Maths • Durham Sixth Form, Durham • Sacred Heart High School, Newcastle • St Bede’s, Lancaster • St Anthony’s, Sunderland • Hartlepool Sixth Form College, Hartlepool
Early Developers of Core Maths • Egglescliffe School, Stockton • Harton Technology, South Shields • Conyers School, Stockton



Developing Mathematical Reasoning in KS3

For Secondary


To improve teacher’s subject knowledge, pedagogy and classroom practice in relation to developing pupil’s mathematical reasoning skills

To support the development of department cultures and practices to secure a longer term and more sustainable improvement for pupils

Mathematical reasoning is one of the key themes in the new National Curriculum and a focus for the Maths Hubs Network. It is essential that schools develop students who are able to think mathematically and solve problems in a range of contexts. Students need to be able to articulate their reasoning in order to deepen their understanding of the mathematics and develop solutions to problems. This workgroup enables all hubs to offer nationally coordinated support to teachers and their departments so that they can collaborate together in developing this aspect of their curriculum provision. It also provides a possible approach for departments considering how to engage with the teaching and learning implications of the new KS3 programmes of study.

NCP4 provides a common workgroup structure and content with centralised training of workgroup leads and a common evaluation format. It builds on the successful 2015/16 NCP4 KS3 reasoning workgroup offering the workgroup to a new cohort (cohort 2) of schools in each hub.

Workgroup approach:

In order to do this the workgroup will follow the TIME team (teachers improving maths education) professional development model which enbales schools to collaborate through the linking of workshop and department activities using a lesson study approach. This allows the wider department to be involved in the professional development. The workshops will offer a small selection of reasoning tasks as the focus of the professional development allowing departments to evaluate the impact of these and subsequently identify those approaches that might be best suited to their particular needs and circumstances for continued work. A key feature of the leadership of each hub workgroup will be HEI support bringing research expertise (into the learning of mathematics and teacher professional development) alongside that of a PD lead.

Who is involved? Egglescliffe School, Stockton • St John Vianney, Hartlepool • St Cuthbert’s, Newcastle • Ingleby Manor, Stockton • Darlington School of Mathematics and Science, Darlington • St Michael’s, Billingham • Our Lady and St Bede’s, Stockton • North Durham Academy, Durham

Interested to find out more and how you can adopt, adapt and embed in your school?
Contact: Gavin Whyte
Peter Bowcock


Developing and Embedding Teaching for Mastery

For Primary and Secondary


To train expert practitioners from schools that are embedding Teaching for Mastery approaches in their school in a development programme led by the NCETM.

To create collaborative Working Groups of Schools who work with a Mastery Specialist to establish the Teaching for Mastery approach within their school through Teacher Research Group meetings and specialist school visits.

Mastery Specialist Teacher

Mastery Specialists are expert primary practitioners from schools that are embedding Teaching for Mastery approaches in their school. Once recruited, the specialists take part in a year-long development programme led by the NCETM. In each of the subsequent years, up to and including 2019-20, the specialists lead a new Teaching for Mastery Work Group.

Workgroup School

Be a Workgroup School and join in teacher research

A Teacher Research Group (TRG) is a form of Professional Development where a group of teachers will meet to observe a lesson and then analyse it through discussion. A TRG meeting will normally include a pre-lesson discussion; lesson observation, and post-lesson discussion.

Each TRG will be led by a Mastery Specialist. The TRG provides an opportunity for your school to engage in high-quality, sustained, collaborative professional development and participate in an important national project. The aim of the TRGs is to support participating teachers in developing teaching for mastery in their own school.

Who is involved?

Mastery Specialist Teachers, Primary, Cohort (1) Eldon Grove Academy (Hartlepool), Cotsford Junior (Peterlee), Holy Family RC Primary School (Darlington)

Mastery Specialist Teachers, Primary, Cohort (2) Tudhoe Colliery (Spennymoor), Sowerby Community School (Thirsk), West Park (Darlington), Mount Pleasant (Darlington), Grange Primary (Hartlepool)

Mastery Specialist Teachers, Secondary Cohort (1):

Contact: Laura Wild, lwild@carmel.org.uk