Secondary Mastery

In order to maximize the likelihood that ALL pupils’ thinking and reasoning about the concrete develops into thinking and reasoning with increasing abstraction, there should be in (almost) every lesson:

  • a well-made choice of the analogy / representation / model with which the teacher introduces the key concept(s)
  • students’ reasoning being cultivated and sharpened, and connections being made, by them through the discussions that the teacher is fostering and steering: “the answer is only the beginning”
  • rich misconceptions predicted and confronted as part of the sequence of questions that the teacher has planned
  • both conceptual understanding and procedural fluency being embedded and deepened through the intelligent practice that the teacher has designed and prepared for the students to engage in and with.

Secondary Maths Mastery Specialists

Lauren O’Connor

Lauren completed her teaching qualification as part of the Teach First leadership development programme in Wales, after receiving her undergraduate degree in Biomedical Sciences from Cardiff University. During the summer of her first year teaching, Lauren worked as part of a team that delivered CPD in schools in rural India.
This project sparked her interest in developing and coaching other teachers. Lauren is now in her fourth year of teaching and is now based at Lister Community School in Newham where she mentors first year Teach First participants and works with her department to develop mastery at Key Stage 3. Lauren is currently in the final stages of studying for an MA in Education.

 

Emily Curtis-Harper

Emily is Assistant Head Teacher at Little Ilford School, and has been a Secondary Teaching for Mastery Specialist for two years. She was Teaching for Mastery Lead in her previous role as Maths Hub Consultant for another London Maths Hub. Emily has developed schemes of learning, assessments and teaching practices that align very closely with the principles of Teaching for Mastery during her last 5 years of teaching, and is still exploring ways to further develop these principles to ensure success and enjoyment for all students.