CPD for non-specialists that strengthens maths departments
How do Maths Hubs support teachers whose main subject isn’t maths?
27/03/2025
We speak to Paul Rowlandson, NCETM Assistant Director for School and Professional Development, to learn more about the fully-funded Specialist Knowledge for Teaching Mathematics (SKTM) Secondary Non-specialist Teachers Programme.
What is the SKTM Secondary Non-specialist Teachers Programme?
It’s a programme designed to support and develop teachers of maths who initially trained to teach a different subject. Its aims are similar to previous subject knowledge enhancement programmes for non-specialist maths teachers, such as the Teacher Subject Specialism Training (TSST) Programme. However, the SKTM Programme goes one step further by combining specialist knowledge with pedagogical content knowledge so that non-specialist teachers are empowered to support their students to think, reason and discuss maths confidently, and to deepen their understanding.
How does the programme help non-specialist teachers and maths departments?
The programme supports participants to develop their subject and curriculum knowledge of maths, while also exploring a range of pedagogical approaches that align with the principles of teaching for mastery. For each topic, participants explore key elements in successful maths teaching, such as key vocabulary associated with a topic, relevant prior learning from KS2, common misconceptions among students, how to use visual and physical representations effectively, and pedagogical strategies that promote deep thinking. Non-specialist teachers tell us that the programme has given them greater confidence, whilst heads of department have shared that maths teaching has improved, resulting in improved outcomes for students and a stronger department overall.
What is the structure of the programme and how is it delivered?
Participating teachers receive six days of training, spread across the academic year, in 18 topic-based sessions. In each session, participants engage with various tasks, putting themselves both in the role of learners doing the task and teachers reflecting on the task. This approach helps increase the participant’s confidence in teaching maths and broadens their range of pedagogical approaches, aligned to the principles of teaching for mastery.
Teachers are also given school-based challenges that encourage them to apply their learning in their own classrooms. They are then able to reflect on these tasks through discussions with their peers and Cohort Lead in subsequent training sessions.
Who leads the programme and what kind of support can participants expect?
The programme is designed by the NCETM and is fully-funded by the Department for Education (DfE). It is available across England through local Maths Hubs and is delivered by Cohort Leads, who are accredited local leaders of mathematics education (LLMEs). In addition to the six days of training, each Cohort Lead provides additional bespoke support to their cohort, according to the needs of their participants. Participants also benefit from valuable peer support in their cohort groups.
- SPOTLIGHT: Hear from an expert leading an SKTM Programme cohort for LSE+ Maths Hub to find out what’s involved
What do programme participants and schools think of the programme?
Participants and schools consistently report a strong impact on both confidence and classroom practice. One participant explained that, as a non-specialist, the course had enabled him to use correct mathematical terminology and improved how he structured his lessons.
Heads of department have noticed these changes too. One described how the non-specialist teacher's confidence both in maths and in their teaching had grown significantly. In lessons, students were now using subject-specific language and were routinely expected to explain their methods using that language. Manipulatives and representations had also become a regular feature of the classroom, helping to support student understanding.
What’s next for the programme?
In 2025/26, the SKTM Secondary Non-specialist Teachers Programme will be one of two Maths Hubs programmes included in a national trial funded by the Education Endowment Foundation (EEF). The trial will involve 20 of the 40 Maths Hubs across England and will independently evaluate the programme’s impact on maths teaching in secondary schools. This presents an exciting opportunity to build a stronger evidence base for the programme’s effectiveness and help secure its future to improve maths education in England. Schools taking part in the trial will receive a financial incentive and, by participating, will not only support their non-specialist teachers but also contribute to vital research to help secure the future of this important programme.