Pupil outcomes

In almost all teachers’ classes:

• pupils will develop a deep, secure and connected understanding of the maths they are learning
• pupils achieve both conceptual and procedural understanding
• pupils attain high levels of achievement in maths
• pupils enjoy maths lessons and have a positive attitude to learning the subject.

Departmental policies and approaches

Mastery Advocates and subject leaders will:

• share a common vision, culture and set of principles which support teaching for mastery across the department (as outlined in the Secondary TfM themes and principles document)
• ensure that schemes of work are well established and provide support for teaching for mastery across the department
• develop a coherent and ambitious action plan focused on the needs of pupils and teachers
• ensure that there are approaches in place to support the work of all members of the department through continuing professional development and collaborative working.

Practice development

Mastery Advocates and subject leaders will:

• lead and manage their department effectively to promote and develop teaching for mastery approaches across the department
• develop a coherent and connected curriculum which promotes teaching for mastery
• develop collaborative ways of working within the department (and across schools) to support ongoing developments.

Professional learning

Mastery Advocates and the subject leader will:

• have a clear understanding of the leadership and management skills required to enable them to effectively promote and develop teaching for mastery approaches within their own departments
• understand the principles and practices behind the creation of a coherent and connected curriculum which promotes teaching for mastery
• understand the benefits of collaborative professional development for sustained development of professional knowledge and practice within a department.