Maths is a continuous web of ideas, which in school, are necessarily chunked into key stages, years and terms. This course will explore the mathematical ideas and skills that form a thread running through students’ learning of maths.

BENEFITS OF ATTENDING

  • A deeper understanding of the mathematical ideas that underpin the school curriculum
  • An awareness of strategies to encourage a coherent journey for students as they move through school mathematics
  • Take away resources to exemplify the strategies discussed
  • Identify the content and skills for successful personalised outcomes at the end of the course and work out how to get there

 

“Excellent, very useful to understand new content. I feel better prepared to teach this new content.” – The Dovay Martyrs School, Wednesday 13th July 2016

 

COURSE DATE
London, Mon 19 June 2017
WHO FOR?  All teachers of secondary maths
Heads of Maths
COURSE CODE 6871
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
Detailed notes On-line materials
Powerpoint presentations CPD Certificate
 High quality training facilities Sit-down buffet lunch

 

1

10.00 – 11.00am: From ‘the beginning’?!

  • Exploring changes in primary mathematics
  • What are the implications of the KS2 changes for KS3 teachers?
  • Where do we start at KS3?
2

11.00 – 11.15am: Break

3

11.15 – 12.30pm: Exploring an idea

  • Looking at the way that a few mathematical concepts underpin many apparently different topics
  • Considering classroom strategies to support students in recognising the underpinning concept
4

12.30 – 1.30pm: Lunch

5

1.30 – 2.30pm: Building understanding in algebra

  • Exploring a range of mathematical images and representations for algebra
  • Using images in building a coherent and consistent experience for students
  • Exploring formative assessment of algebra
6

2.30 – 3.30pm: Building understanding in multiplicative relationships

  • Exploring a range of mathematical images and representations for multiplicative relationships
  • Using images in building a coherent and consistent experience for students through
  • Exploring formative assessment of multiplicative relationships

Richard Perring

Richard Perring is a maths teacher and consultant working for a school in the South West.
Since starting teaching he has worked in schools in Suffolk and Devon, for the National Strategies and NCETM. He has also worked on a wide range of projects for organisations including Pearson, Hodder, Bowland Maths and Lasalle Education. He has also just completed his first book of resources, Talking Maths, for the ATM.
He believes that good learning takes place when students are given opportunities to talk and solve problems; by developing their understanding of, and by making links between, different areas of mathematics.
At the moment his favourite maths joke is “Why aren’t jokes in base 8 funny?”
“Because 7 10 11”.