primary & secondary education
2

3rd Annual Mathematics Teaching Forum

primary & secondary education

08:45 - 15:40

Tuesday 5 March 2019

Congress Centre, Central London

This Forum will provide participants with the opportunity to discuss how to deliver outstanding mathematics teaching from key stage 3 through to further education. Participants will hear from leading policy experts on implementing and assessing the reformed curriculum. Additionally, award-winning schools will share innovative teaching methods to drive high attainment and increase pupil engagement.

Audience

This Forum is specifically designed for Secondary Schools and Further Education Institutions. Typical job titles will include:

  • Heads of Mathematics
  • Directors of Mathematics
  • Deputy Directors of Mathematics
  • Headteachers
  • Deputy and Assistant Headteachers
  • Faculty Leaders for Mathematics
  • Teachers of Mathematics
  • Subject Leaders
  • Curriculum Leaders
  • Curriculum and Qualification Specialists
  • Senior Lecturers
  • Mathematics Education Consultants
  • Maths Hubs Leads

This Forum is also open to Higher Education, Local Government and the Voluntary and Private Sectors to encourage networking and debate.

Key Speakers Confirmed:
  • Heather Davies, Chair of General Council, Association of Teachers of Mathematics (ATM)
  • Mike Askew, President, Maths Association
  • Neil Ogden, Subject Advisor for GCSE Mathematics, OCR
  • Mark Howlett, Head of Maths, General Qualifications Product Management, Edexcel and Pearson
View the agenda and additional speakers

Almost 25% of students opt to take Mathematics at A Level, making it the most popular A Level subject. In comparison to competitor economies, however, and considering the growing demand for mathematics skills in the labour market, particularly post-Brexit, the number of students continuing to pursue mathematics through to A Level and beyond is inadequate.

As a response, the government implemented a reformed maths curriculum, to be taught from the academic year 2016/17. These reforms included the inclusion of higher quantity and more difficult content, a greater emphasis on problem-solving and mathematical reasoning, a requirement to memorise formulae and a new grade structure. Following on from this, in July 2017 the Smith Review outlined ways in which post-16 maths provision was failing to demonstrate high quality teaching and, consequently, to meet the growing demand for maths skills.

Furthermore, in March 2018, the government announced that they would award funding of £350,000 a year to Higher Education Institutions (HEIs) to lead post 16 specialist Maths schools. These schools would create a network between HEIs, schools and colleges to enable young people to learn from expert academics.

In order to meet the demands resulting from the government’s strategy, urging schools and colleges to raise standards in mathematics in order to meet the needs of a growing economy, it is imperative that schools and colleges develop innovative teaching methods and styles which increase student engagement in mathematics, raise attainment levels and deliver the next generation of ardent mathematicians.

08:45

Registration, Refreshments and Networking


09:30

Chair's Welcome Address

Professor Margaret Brown, Emeritus Professor of Mathematics Education, Kings College London (CONFIRMED)


09:40

Morning Keynote: Practicing an Outstanding Pedagogy to Maximise the Quality of Learning

  • Discussing what constitutes outstanding mathematics teaching and examining pedagogies to deliver this
  • Outlining the role of active learning in teaching: the power to learn rests with the learner
  • Exploit the power of reasoning
  • Considering the essential role of questioning in mathematics: don’t tell what you can ask

Heather Davies, Chair of General Council, Association of Teachers of Mathematics (ATM) (CONFIRMED)


10:00

Special Keynote: Enhancing the Quality of Mathematics Teaching and Learning

  • What does it really mean to be ‘teaching for mastery’?
  • How can teaching mathematics contribute to the 4Cs: critical thinking, communication, collaboration and creativity
  • The importance of the role of problem solving in teaching mathematics
  • How to design effective learning tasks and environments

Mike Askew, President, Maths Association (CONFIRMED)


10:20

Sponsored Session

Dr Georgie Hart, Education Director, Sparx (CONFIRMED)


10:40

Questions and Answers Session


11:00

Refreshments and Networking


11:20

Case Study: Designing an Engaging and Creative Curriculum to Drive Pupil Attainment

  • Outlining the journey of Alperton Community School to becoming TES Maths Team of the Year, 2016
  • Achieving outstanding levels of attainment, with 91% of students achieving 4+ in GCSE Mathematics, and 29% achieving 7+
  • Sharing best practice and guidance as to how to maximise excellence in mathematics teaching and create a curriculum that is engaging and innovative
  • Making effective use of assessment information in order to ensure that students gain a thorough understanding of mathematical principles

Kayleigh Elliot, Curriculum Maths Lead, Alcester Academy (CONFIRMED)


11:40

Case Study: Utilising Innovative Mixed-Attainment Mathematics Methods to Enhance the Quality of Teaching

  • Outlining the benefits of utilising mixed-attainment teaching, such as encouraging growth mindset, boosting standards and self-esteem and embedding more pupil collaboration
  • Sharing lesson plans utilised in mixed-attainment mathematics teaching and guidance on how to plan lessons in this teaching style
  • Addressing concerns over this use of mixed-attainment teaching: avoiding teaching to the middle and ensuring that the brightest pupils are pushed to reach their full potential whilst lower-attaining pupils are still supported

Helen Hindle, Director of Studies for Mathematics, Park View School (CONFIRMED)


12:00

Questions and Answers Session


12:20

Lunch and Networking


13:20

Afternoon Keynote: Assessing the GCSE Mathematics Curriculum

  • Analysing the results of assessment to date under the new reformed specifications
  • Outlining trends reflected in the marking of GCSE mathematics assessments, including topics students find difficult and offering guidance on how to overcome this
  • Discussing GCSE assessment objectives and how this is reflected in the exam specifications
  • Understanding exam tiering and analysing the impact that this has had on attainment in mathematics

Neil Ogden, Subject Advisor for GCSE Mathematics, OCR (CONFIRMED)


13:40

Special Keynote: Ensuring High Attainment Throughout the Mathematics A Level

Mark Howlett, Head of Maths, General Qualifications Product Management, Edexcel and Pearson (CONFIRMED)


14:00

Questions and Answers Session


14:20

Refreshments and Networking


14:40

Case Study: Working in Partnership to Improve the Quality of Mathematics Teaching

  • Working in partnership across schools, colleges, universities and employers to pool expertise and share best practice in outstanding maths teaching
  • Enhancing professional development for mathematics teachers, for example through offering leadership development opportunities and providing support networks for staff at all stages of their careers
  • Outlining the projects the partnership is focused on, including mastery pedagogy, improving post-16 participation rates and new curriculum and transition support
  • Understanding the role of teachers in leading maths hubs to support progression and share evolving research to enhance attainment

Chloe Murphy and Des Scalan, Maths Hub Leads, London South East Maths Hub (CONFIRMED)


15:00

Case Study: Transforming Maths Provision to Significantly Enhance Attainment Levels

  • Moving from ‘special measures’ to ‘good’ in less than 18 months and the role that improvement in the maths department had in this
  • Outlining how the department led a 17.3% increase in maths achievement in a year and discussing how they plan to build on this improvement
  • Implementing an effective mathematics strategy across the curriculum and promoting the importance of mathematics in vocational lessons
  • Overhauling maths provision to facilitate greater learning, for example through an emphasis on knowledge and ensuring the fundamentals are well taught
  • Outlining the role of strong leadership in driving department-wide improvement

Peter Whitehead, Head of Mathematics, West London College (CONFIRMED)


15:20

Questions and Answers Session


15:40

Chair's Summary and Close

*programme subject to change


Sponsors

  • Sparx-Logo-RGB

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