primary & secondary education

Delivering Outstanding Mathematics Teaching in Schools

primary & secondary education

08:45 - 16:40

Thursday 19 March 2020

Central London

Early Bird Discount Offer 10% off all advertised rates for a limited time only. Discount available to public / voluntary organisations only.

This Forum will provide participants with the opportunity to discuss how to deliver outstanding mathematics teaching from key stage 3 through to key stage 5. Participants will hear updates from the Association of Teachers of Mathematics, OCR and the University of Oxford on effectively teaching and assessing maths under the new curriculum and the the recent PISA research in relation to maths ability across the UK. Additionally, award-winning schools, colleges and a Maths Hub will share how to develop a mathematical mastery approach, improving mathematics teaching through secondary ‘work groups’ and developing coaching techniques 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
  • Mathematics Teachers
  • 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 Davis, Chair of General Council, Association of Teachers of Mathematics (ATM)
  • Senior Representative, OCR
  • Jenni Ingram, Associate Professor of Mathematics, Department of Education, University of Oxford
View the agenda and additional speakers


Registration, Refreshments and Networking


Chair's Welcome Address

Dr Kevin Houston, Senior Lecturer- School of Mathematics, University of Leeds, Member, London Mathematical Society (CONFIRMED)


Morning Keynote: Exploring Effective Mathematics Teaching Models: Encouraging Pupil Agency- Path Soothing and Creating Inquiry Classrooms

  • Exploring ATM’s 2019 ‘Mathematics Teaching MT268’ report which outlines effective models for teaching mathematics including through path smoothing, challenging model of learning and creating Inquiry maths classrooms
  • Highlighting how to take the path soothing approach by taking small steps in teaching mathematics achieved by creating sequences of practice questions which are ‘minimally different’ by changing only one aspect of the questions at a time
  • Demonstrating how to develop a challenging model of learning through encouraging student agency and allowing students to select their tasks, achieved for instance by using regulatory cards that support students in directing their own inquiries into mathematics
  • Effectively creating an inquiry classroom by supporting students to pose questions connected to their existing knowledge, further helping to prompt mathematical answers

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


Special Keynote: Exploring Updates and Resources Available to Aid Teachers to Prepare for Assessments- A Focus on GCSE, AS and A Levels


  • Exploring the updates in the ‘GCSE Specification’ publication in 2018, including information on pre-assessment, special considerations, results and malpractice
  • Analysing how teachers can take advantage of readily available tools and resources to prepare students for assessment including through use of delivery guides, transition guides, topic exploration packs and lesson elements
  • Outlining the new and free ‘ExamBuilder’ online tool enabling teachers to build their own test papers as mock practice ahead of GCSE assessments

AS and A Levels

  • Analysing the results of assessment to date, under the reformed specifications of linear, decoupled AS and A Level qualification in Mathematics and Further Mathematics
  • Outlining the benefits and differences in the reformed specification including a more simple, flexible structure, clearly defined AS and A level standards and permitting AS Further Mathematics to be studied in Year 12
  • Exploring the most recent updates in the A and AS Level specifications, including information on pre-assessment, special considerations, results and malpractice
  • Understanding the benefit of the new ‘Core Maths’ Level 3 qualification available to post-16 students which help students develop quantitative and problem-solving skills

Senior Representative, OCR (CONFIRMED)


Case Study: Achieving Excellence in Mathematics Teaching Through Innovative Teaching Techniques

  • Exploring the academy’s innovative classroom teaching techniques including a non-traditional coaching of student teams who are held to account for the academic conversations they have during lessons
  • Demonstrating how this approach drives students to succeed by only awarding students as successful once all the students can collectively solve the designated problem
  • Highlighting the progress of the department who achieved a progress 8 score of +1.34 in 2018 compared with the previous year’s +1.12 and moved the school’s maths GCSE from 78th percentile in 2016 to the first in 2018
  • Analysing the school’s future plans to disseminate best practice across the school by integrating the teaching techniques into other key subjects and as a standard for teacher CPD

Winner of the TES School Awards 2019 for Mathematics team of the year

Ban Kubba, Head of Maths, The Totteridge Academy (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Special Keynote: Analysing Updates and Digital Tools Available for Teaching in Line with GCSE, AS and A Level Mathematics Curriculum


  • Exploring support and resources for teachers ahead of GCSE assessment, as outlined in the ‘GCSE Mathematics Specification 2019’ including using exampro, an online bank of past AQA papers, and providing guidance on lesson plans tailored to AQA specifications
  • Analysing the navigation guide for GCSE Mathematics exam preparation which encourages teachers to utilise ‘Teachit’, an online tool for teachers to disseminate best practice maths teaching approaches
  • Demonstrating how students’ results can be analysed through the online Enhanced Results Analysis tool, allowing teachers to review which questions were most difficult, how results compare to previous years and where to focus teaching

AS and A Levels

  • Summarising the key changes in the AS and A level assessment including no optional content, with all students sitting the same exams covering the same content, a linear qualification and compulsory applied content
  • Highlighting what has changed in pure maths content from A level to AS level including use of exponential and logarithmic models
  • Assessing the A-level route maps which are schemes designed to help plan teaching for AS and A-level Maths and Further Maths, and which provide suggested scheme of work for a teacher on a weekly basis

Andrew Taylor, Head of Maths, AQA (invited)


Case Study: Taking an Innovative and Inclusive Approach to Maths Teaching- Understanding Your Students

  • Exploring how the subject was made more enjoyable by the teacher by holding 7am drop-in sessions, running a school maths Instagram account and sitting the A level exam with her students to improve teaching
  • Highlighting how teachers who do not have an academic maths background can become more specialised in the subject through subject knowledge enhancement (SKE) courses
  • Demonstrating the success of the teaching style which led to raised attainment in maths and improved exam results
  • Highlighting how to make the classroom an environment where pupils want to be involved in and feel settled including through following up on their progress and any setbacks regularly

Winner of the prestigious Pearson Silver Teaching Award 2019

Winner of the Maths Teacher of the Year Award at the Annual Tes Awards 2018

Nicola Whiston, Director of Teaching and Learning, Ormiston Academies Trust (CONFIRMED)


Questions and Answers Session


Lunch and Networking


Special Keynote: Demonstrating How the PISA Mathematics Framework Can Help Raise Attainment in Mathematics Learning

  • Discussing the 2018 PISA Mathematics Assessment findings in relation to maths attainment across the UK, and the developments introduced by the 2021 framework
  • Outlining how the frameworks emphasise the contexts in which students will face mathematical challenges including change and relationships, space and shape, quantity, and uncertainty and data
  • Considering how PISA can be used effectively to support the raising of attainment among maths pupils including through the ‘six key understandings’ to provide structure and support to mathematical reasoning
  • Analysing the ‘mathematical reasoning wheel’ which identifies 21st century skills needed and explores how teachers can formulate, employ, interpret and evaluate mathematical reasoning

Jenni Ingram, Associate Professor of Mathematics, Department of Education, University of Oxford (CONFIRMED)


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

  • Exploring approaches to be used when teaching mixed attainment classes and to improve teaching across the department
  • Outlining the benefits of utilising mixed-attainment teaching, such as encouraging growth mindset, boosting standards and self-esteem and embedding more pupil collaboration
  • Sharing activities and teaching approaches utilised in mixed-attainment mathematics teaching and guidance on how to plan lessons in this teaching style
  • Analysing 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)


Questions and Answers Session


Refreshments and Networking


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)


Workshop: Demonstrating How Maths Hubs Can Improve Mathematics Teaching Through Secondary Work Groups

  • Exploring a local secondary working group and their focused groups on teaching challenging topics at GCSE, teaching mathematical thinking and developing resilience and a growth mindset
  • Analysing what it is about certain GCSE topics that makes them challenging and applying these analytical skills more widely in the curriculum
  • Learning how to effectively teach mathematical thinking by broadening their range of classroom approaches to aid the development of students’ mathematical reasoning and problem-solving skills
  • Demonstrating how to develop resilience and a growth mindset by discussing current issues and experiences of working with non-resilient leaners and reviewing current research on the topic

Sukwinder Samra, Senior Maths Hub Lead, London North East Maths Hub (invited)


Questions and Answers Session


Chair's Summary and Close

*programme subject to change

According to the most recent Pisa test by the Organisation for Economic Co-operation and Development (OECD), the UK as a country has reduced in its quality of mathematics provision since 2013, with a ranking of 27th for Mathematics provision in 2016. This is particularly concerning considering that almost 25% of students opt to take Mathematics at A Level, making it the most popular A Level subject.

As a result of these findings, OECD are developing the ‘PISA 2021 Mathematics Framework’ which outlines how mathematics content knowledge is organised into four content categories. It describes these as categories of contexts in which students will face mathematical challenges including change and relationships, space and shape, quantity, and uncertainty and data. With these challenges in mind, Pisa 2021 demonstrates how we can use new technologies and trends in which students are creative and engaging to overcome key mathematical challenges.

Furthermore, in an attempt to raise standards, 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. Other key changes the government are making is the development of over 32 local ‘Maths Hubs’ across the UK which offer support to teachers and schools to improve maths education and updated guidance on ‘English Baccalaureate’ which is proven to help improve students performance in mathematics.

Additionally, the Maths profession is facing a teaching shortage with approximately 50% of maths and physics teachers quitting the profession within five years. As a result, the government has launched a new Teacher Recruitment and Retention Strategy in 2019 which includes a phased bonus for maths recruiters of up to £20,000 tax-free in their training year, with additional £5,000 tax-free payments in both their third and fifth years of teaching – rising to £7,500 for teachers working in more challenging schools. The strategy aims to create the right climate for leaders, generate a career offer that is attractive to teachers, including maths teachers and make it easier for the right people to become successful maths teachers.

In light of continued reform within the profession and the ongoing teaching shortage it is imperative that the education sector works in collaboration to share best practice, share available resources and implement outstanding teaching practices to ensure that teachers are able to raise attainment levels for pupils studying mathematics.

You May Also Like