primary & secondary education

3rd Annual Mathematics Teaching Forum

primary & secondary education

08:45 - 15:40

Tuesday 5 March 2019

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 and gain an insight into how to access the recently announced government funding. Additionally, award-winning schools will share innovative teaching methods to drive high attainment and increase pupil engagement.


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.


Registration, Refreshments and Networking


Chair's Welcome Address

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


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)


Special Keynote: Enhancing the Quality of Mathematics Teaching and Learning

  • Discussing how the government reforms have addressed the issues outlined in the Smith Review, such as enhancing student engagement in post-16 maths
  • Sharing innovative pedagogical techniques to enhance the quality of mathematics teaching and learning, such as reasoning and problem-solving skills
  • Examining the role of the 34 National Hubs as a network pooling expertise, sharing best practice and developing innovative approaches to mathematics teaching
  • Discussing how to enhance recruitment of maths teacher and utilise effective professional development to improve teacher retention
  • Considering the next steps for mathematics teaching and learning: the increasingly significant role of maths in post-Brexit Britain

Mike Askew, President, Maths Association (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Transforming Maths Provision to Significantly Enhance Attainment Levels

  • Outlining how introducing a new pedagogy led to an 18% increase in GCSE maths pass rates within a year
  • Promoting a holistic approach to increasing attainment levels
  • Utilising pupil tracking to create personalised revision materials, such as individual Hegarty Maths videos and practice questions for all pupils.
  • Designing new class layouts which allowed for pupils to partake in group work and specifically work with partners which were most likely to challenge and support them
  • 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

Tom Knott, Head of Maths and Assistant Principal, Totteridge Academy (invited)

Tom Knott is winner of the Silver Pearson Teaching Awards 2018 for his Mathematics Teaching

The Maths Department at Totteridge Academy were shortlisted in the TES Schools Awards for ‘Maths Team of the Year’


Case Study: Establishing an Outstanding Post 16 Specialist School to Drive Attainment in Mathematics

  • Sharing the journey to becoming the top performing school in the country while teaching a curriculum designed to effectively prepare students for a career in maths
  • Insight into how the school consistently achieves high attainment levels, with  88% achieving A* to A at A Level, through utilising an extended curriculum to develop a broader set of skills
  • Creating a unique academic environment where pupils are taught be academic experts alongside highly skilled teachers, resulting in the highest number of students attending Russell Group Universities
  • Enabling students to incorporate a form of relevant work experience into their studies, in order to prepare them thoroughly for the next steps in education and work
  • Discussing how KCL’s student enrolment strategy, which supports bright students to recognise their potential, led to Ofsted’s Outstanding rating and appraisal for recruiting students from disadvantaged backgrounds

Dan Ambramson, Head Teacher, Kings College London Mathematics School (invited)


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)


Questions and Answers Session


Lunch and Networking


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
  • Outlining the key criteria OCR consider when assessing functional skills and sharing best practice in excelling in functional skill examinations

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


Special Keynote: Ensuring High Attainment Throughout the Mathematics A Level

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


Questions and Answers Session


Refreshments and Networking


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
  • Discussing how the move to mixed-attainment classes led to significant improvement in number of pupils achieving or exceeding their monitoring graded and improved the quality of teaching, with all teachers been consistently as good or better
  • 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, Brittons Academy (invited)


Case Study: Taking a Holistic Approach to Increase Engagement in Maths For All Pupils

  • Employing a ‘whole college’ approach and working across disciplines to improve engagement and learning outcomes in mathematics
  • Utilising strategic planning to prioritise the teaching of maths, for example by timetabling them first when planning the academic year
  • Tackling drivers of low student motivation, such as prior learning experience, by developing a whole school strategy to cultivate self-belief and self-motivation
  • Sharing motivational techniques in maths teaching, for example the use of self-grading and planning lessons which allow students to demonstrate strengths from the outset
  • Overcoming student weaknesses by designing lessons which relate the maths topic to a vocational application, for example, through the use of social media memes
  • Examining methods of maintaining student engagement, such as co-producing classroom rules to form a bond between teacher and student

Neil Coker, Group Vice Principal – Curriculum, Warwickshire College (invited)


Questions and Answers Session


Chair's Summary and Close

*programme subject to change

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