2025-26 Specialist Knowledge for Teaching Mathematics (Primary Early Career Teachers) - second and third years of teaching

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2025-26 Specialist Knowledge for Teaching Mathematics (Primary Early Career Teachers) - second and third years of teaching - Ludlow

Friday 5 December, Friday 13 February, Friday 1 May, Friday 12 June Ludlow Mascall Centre

Workshop Dates:

Workshop 1 - Friday 5th December - 0915-1530 - Ludlow Mascall Centre, Ludlow

Workshop 2 - Friday 13th February 2026 -0915-1530 - Ludlow Mascall Centre, Ludlow

Workshop 3 - Friday 1st May 2026 - Half day 1200-1600 - Ludlow Mascall Centre, Ludlow

Workshop 4 - Friday 12th June 2026 0915-1530 - Ludlow Mascall Centre, Ludlow

This project offers support tailored to the needs of Early Career Teachers to develop as teachers of maths. This project does not replace the statutory ECT offer but complements it. Maths subject knowledge continues to be an area of development for many practitioners in the primary phase and this project is designed to support ECTs to focus on learning behaviours in the classroom and to notice the range of their maths-specific practices. This programme strikes a balance between developing teachers’ maths subject knowledge and pedagogical content knowledge, alongside classroom practice to support the learning of maths.

The third day of this four day Work Group will give us the opportunity to consolidate our work together through collaborative school visits to observe part of a lesson, followed by time for collaborative reflection.

Please note that ECTs in their first year of teaching in 2025-26 will be able to access the ECT Expertise in Teaching Maths Modules as a one-year programme, before being able to join the Primary ECTs Work Group in the following year.

My subject knowledge has improved not just for KS1 but for KS2 as well. I am now able to easily assess the materials needed from NCETM and I am more aware of the small steps involved in each of the areas in Maths and will carry this forward with planning my own lessons. I am looking forward to consolidating the material I have used on this programme in my practise and teaching. I also think that this has allowed me to be more confident in my subject knowledge and teaching maths in general as I feel I now have stronger foundational understanding of mathematical concepts and the importance of the learning journey for the children. This new project is highly valued by Cohort Leads and participants who have appreciated the high-quality PD and support which is making a difference to teachers’ practice. It is already starting to have pupil impact in the classroom Pupils have begun to show understanding when answering and explaining reasoning. Pupils also appear to be more engaged in the lessons since I have implemented things learnt from this programme. Pupils have begun to use more mathematical language when sharing answers or questioning things Pupils have enjoyed Maths this year and have improved outcomes from a greater depth in their understanding. Pupils have become more confident when using the manipulatives and the PD materials has helped the children to be more independent with their learning and apply the knowledge to other areas of their Maths work

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