Embedding Teaching for Mastery in Secondary Schools

This paper draws from a wider research project exploring Teaching for Mastery in secondary schools in England. The research aims to understand more about how Teaching for Mastery becomes embedded within mathematics departments and school networks. Here we report some initial findings and emerging themes from school visits, interviews, pupil voice and observations across four secondary schools. We examine how the Teaching for Mastery approach is understood by mathematics teachers and senior school leaders; how teachers utilise the mastery approach in their classroom practice; the role and impact of Maths Hubs; and how Teaching for Mastery reaches beyond the Mastery Specialist. The successes and challenges experienced by teachers and schools are discussed, and we identify the conditions which enable embedding Teaching for Mastery in secondary schools, reflecting on how implementation can be facilitated.