Raising Attainment in Mathematics

A National Event for Heads of Maths, Directors of Maths in MATs, Key Stage Leaders and other influential maths teachers


16th March 2018
Aston University Campus, Birmingham, B4 7ET

Kindly sponsored by:
Oxford University Press Logo

With an ever changing education landscape, it is increasingly important that leaders in maths teaching have opportunities to hear accurate policy updates and engage with curriculum and assessment changes.

This event will be a day of informative discussion, updates, networking and activities.

Booking Closed

Raising Attainment in Mathematics

A full day event for mathematics subject leaders focussing on effective pedagogies and practices for improved understanding in mathematics.

The day will include a series of inspirational talks from practising subject leaders, as they describe classroom approaches for improving learning.

Sessions include

Deeper Understanding in Mathematics - Mark McCourt

Mark McCourt, will explore ways to raise attainment in mathematics across the age and ability range by creating opportunities for students to think mathematically, make deep connections and gain a greater appreciation of mathematical ideas and concepts.

There will be lots of examples to take back to the classroom as well as a discussion about the research and evidence behind the approaches and how sequences of lessons can be structured to give students the best chance of success in maths.

Mark is the UK's leading authority on teaching for mastery. He has trained over 2000 schools in mastery models for schooling in the UK and overseas.

A leading figure in mathematics education, Mark has led many large-scale government education initiatives, both in the UK and overseas. Mark was a Director at the National Centre for Excellence in the Teaching of Mathematics (NCETM) and has also been a school leader, an Advanced Skills Teacher, a school inspector and a teacher trainer. He founded and was Chairman of the Teacher Development Trust.

Mark has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age 3 to PhD!

Understanding Memory and How it Impacts on Learning Mathematics - Kris Boulton

Ever taught a class who understood masterfully, and then forgot everything just two weeks later? Or a student of 16 who swears they’ve never been taught something you know they will have been shown repeatedly since they were 11...?

This session will reveal the two-dimensional nature of memories; one dimension familiar to us, the other, invisible, and overlooked.

And so, it’s possible we’ve accidentally designed our curricula to guarantee long-term failure for many children, even those who are successful in the moment.

But all it takes is a few small tweaks, and the frustration of students forgetting what they learnt, easily turns into sustained, lifelong learning, while reducing the dependence on school intervention and cramming strategies in the run up to exams.

Kris is currently Director of Education at Up Learn, an A Level study and revision platform that guarantees every student an A-A* grade in their exam, or their money back.
Before that he was Associate Director at Teach First, recruiting and developing 200 new Teacher Educators, and previously worked as Deputy Head of Maths at King Solomon Academy, a school founded in 2009 that topped the league tables in 2015 with a headline figure of 95% 5 A*-C.

Using Anticipated Student Responses to Enhance Learning in the Classroom - Matilde Warden

Four years ago the school I currently work in was the third worst attaining in the country. With a Pupil Premium cohort of 68% our school is also one of the most deprived. With many students entering the school with huge gaps in their learning we had to find ways to help them become more creative thinkers, so the gaps in knowledge did not hinder them too much. One way we have addressed this is to work collaboratively with the Maths Departments across our Trust to anticipate student responses to problems. These anticipated responses have been used in our planning to encourage our students to become more powerful thinkers and more independent learners. In this session, I will share some of our work and how this has changed the focus in our classrooms.

Matilde Warden has spent the last 23 years in the classroom as a mathematics teacher. During this time she has been an AST, a Head of Department at two different schools, the Maths Lead for two Multi Academy Trusts and has been the Maths Hub Lead for The East Midlands West Maths Hub. She will be hanging up her calculator at the end of the year to concentrate on her role as Vice Principal of the Bluecoat Beechdale Academy in Nottingham.

How I Wish I Taught Maths - Craig Barton

For the first twelve years of my career, my lessons were completely different to how they are today. In this workshop I will describe how I now teach maths. We will look at one topic, discuss how the key concepts can be introduced and modelled in a way that respects the limits of working memory. We will then see how the principles of Variation Theory can be applied to ensure students get the most out of the practice questions that follow. Next come purposeful practice, to ensure students build up fluency whilst also having the opportunity to think deeper about the concept. Finally, we turn our attention to problem solving, looking at two different ways to help our students develop into the problem solvers we all want them to be. I believe this approach can be replicated across all maths topics, and has truly revolutionised my teaching.

Craig is a maths teacher, the creator of mrbartonmaths.com and diagnosticquestions.com, the Maths Adviser to the TES, the host of the Mr Barton Maths Podcast, and the author of “How I wish I’d taught maths”.

Awarding Bodies Discussion Panel

The opportunity to ask your questions to the awarding body representatives, including:
  • Andrew Taylor - AQA
  • Graham Cumming - Edexcel
  • Neil Ogden - OCR

The aim of the day is to provide subject leaders with expert and evidenced based approaches that they can disseminate back at school to their teaching colleagues.

Outline of the Day

  • Time

    Focus
  • 08:30 - 09:00

    Arrival and Networking
  • 09:00 - 09:15

    Welcome and Introductions - Mark McCourt
  • 09:15 - 10:30

    Understanding Memory and How it Impacts on Learning Mathematics - Kris Boulton
  • 10:30 - 11:30

    Deeper Understanding in Mathematics - Mark McCourt
  • 11:30 - 11:45

    Coffee Break
  • 11:45 - 12:45

    Using Anticipated Student Responses to Enhance Learning in the Classroom – Matilde Warden
  • 12:45 -13:15

    Lunch
  • 13:15 - 14:15

    Awarding Bodies Q&A - Andrew Taylor (AQA), Graham Cumming (Edexcel), Neil Ogden (OCR)
  • 14:15 - 15:15

    How I Wish I'd Taught Maths - Craig Barton
  • 15:15 - 15:30

    Closing Messages - Mark McCourt

Event Location

Conference Aston Meeting Suites, Main Building, Aston University Campus, Birmingham, B4 7ET

Friday 16 March

Course Fees
Tickets limited to two per school

£150

Non-Member

Free

Member

All Complete Mathematics members benefit from free access to courses and conferences from La Salle Education
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