There are many students who find mathematics a challenge and yet still opt for it at AS/A level as part of their chosen career route. The number of students choosing Mathematics is increasing year-on-year, presenting challenges for their teachers. How do you make the demands of the core module topics accessible while at the same time securing grade achievement, engagement and motivation?

This intensive course is designed to help A Level Mathematics teachers enhance the achievement of their lower attaining students. Focus will be on effective, practical approaches and strategies which improve approach, confidence and attainment and enable students to succeed.

BENEFITS OF ATTENDING

  • Provide a clear starting point for lower attaining students
  • Take away effective, proven methods to help develop key skills required
  • Gain a variety of teaching ideas to enhance students’ understanding of key areas
  • Learn how to eradicate misconceptions
  • Increase your understanding of how to develop conceptual understanding
  • Increase your understanding of assessment and how to use it for maximum impact
  • Plan accessible lessons that deepen learning

 

“Well structured, plenty of opportunities to discuss strategies and compare different approaches.” – Nailsea School, Tuesday 28th June 2016

 

COURSE DATE London, Friday 23 June 2017
London, Wednesday 29 November 2017
WHO FOR?  Heads of Mathematics
All teachers of Mathematics
COURSE CODE 6461
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: Boosting the initial subject knowledge and understanding

  • Strategies to bridge the gap to move up from GCSE to AS/A Level with lower ability students
  • Activities and approaches for the important first few weeks
  • How to bring the subjects to life and raise student motivation
  • Exemplar questions to develop thinking and understanding
  • Removing misconceptions to support understanding
2

11.00 – 11.15am: Break

3

11.15 – 12.15pm: How to increase students’ understanding the fundamental concepts

  • Developing reasoning to think mathematically
  • Encouraging active learning to promote retention
  • Applying problem solving strategies to answer unstructured questions
4

12.15 - 1.00pm: Boosting algebra skills

  • Getting the algebra up to speed
  • Key algebraic skills: what they need to know and how this can be reinforced
  • Getting a grip on indices and surds
  • Dealing with polynomials
  • Solving all sorts of equations
5

1.00 – 1.45pm: Lunch

6

1.45 – 2.30pm: Boosting skills and understanding in geometry

  • Making sense of the formulae, no need to remember
  • Solving problems in coordinate geometry
  • Understanding gradient
  • Picturing the problem
  • Linking the geometry with the algebra
7

2.30 – 3.00pm: Tracking progress, intervening

  • Tracking and monitoring to identify under-achievement
  • Aiming for the best possible outcome
  • Intervening effectively to ensure success
8

3.00 – 3.05pm: Break

8

3.05 – 3.40pm: Strategies to boost examination performance

  • Interpreting instructions to answer questions
  • Persevering when ‘stuck’ in order to answer questions
  • Maximising marks to get the best grade possible

Heather Davis

Heather Davis is a highly experienced AS/A Mathematics teacher and examiner. She examines at Advanced level, authors and advises for Hodder education and is an Advocate for a major awarding body.  She is an Associate of the Further Maths Support programme, presenting and writing materials. One aspect of this work involves leading and writing interactive webinars teaching teachers the content of A level Mathematics. Another aspect involves leading various workshops for students. She taught for 30 years before spending five years as an LA Adviser and is on the General Council for the Association of Teachers of Mathematics.