One of the great things about building a curriculum and its resources from scratch is the opportunity to challenge your normal practice. Our lead practitioners did exactly this when approaching circle theorems – how do we scaffold the theorems in a way that helps them make more sense and what activities do we do in the classroom to help along the way? In this workshop we’ll interrogate the materials and activities: what, how and why?

In this workshop we'll look at some fun maths from a Victorian textbook that goes slightly beyond our modern curriculum. This will expand your subject knowledge and give you ideas for how to challenge your highest achieving students. The main focus of this workshop will be surds and algebra.

We all know that feedback is a crucial part of learning. We also know that individualised, personal feedback is very time consuming. Whole class feedback can help, but sometimes there are simply issues with individuals that don't appear in the wider class. Here is where front-loading feedback can help. In this session we will explore what front-loading feedback looks like, and have a chance to design some tasks with front-loaded feedback in mind.

If you've been to any of my sessions before you'll know how much I love ratio tables to solve proportion problems! Despite a huge uptake in their use across numerical problems, I still see people falling back to old approaches to memorise formulae when considering algebraic proportion problems, which makes maths start to feel like a whole bunch of disjoint procedures to memorise... I want to change that and show you how best to use ratio tables consistently across lots of different algebraic direct and inverse proportion problems.

In this session Greg & Anna will explore the exam board agnostic ‘Focus on success: Problem solving’ pack. This resource supports teachers in delivering problem-solving strategies key to GCSE success. We’ll also consider strategies to embed problem-solving techniques in day-to-day teaching.

This session promises you the opportunity to do plenty of Maths and to deeply consider the models that we use to teach certain topics in our curricula.
Suitable for KS1 teachers up to KS4, come along to discover just how powerful these two questions are! (And yes, this description is mysterious, but if anything more is written, the big surprises of the session will be given away).

This times tables workshop moves beyond rote memorisation to mastery, helping children build deep understanding by connecting related multiplication facts. Using the Times Tables Stick, we’ll explore a structured, strategy-based approach that fosters fluency, confidence, and mathematical reasoning. You’ll leave with practical techniques to support all learners in developing mastery and mathematical oracy.

Throughout my career I’ve tried to convince my pupils that “fractions are friends”, but not all of them agreed with me. Working on the fractions unit for the OAT Mathematics curriculum gave me an opportunity to think more deeply about how to ensure that rather than finding fractions frightening, pupils would feel empowered to use them with confidence and develop the foundations for future success. Join me to explore a unit of work on fractions and discover how to utilise a “Sneaky One”, why I can’t stand “Keep, Change, Flip” but love cross-cancelling, and to tackle some lovely fractions problems.

There are only 14 different calendars - each one begins with one of seven different days of the week, and each one can optionally be a Leap Year. Using Modular Arithmetic and the Doomsday Algorithm of John Conway, this session will familiarise you with the way our calendar works. We will find out about the change from the Julian to the Gregorian Calendar, the riots over the extraordinary calendar for September 1752, the reason the Tax Year begins on 6th April, and a method for naming the correct day of the week for any given date, past, present or future.

In this session we’ll explore how teachers can elevate the learning experience of their highest-attaining students by delving into the integration of the AQA Level 2 Further Mathematics qualification with the GCSE curriculum. We will explore the rationale behind offering this qualification, and look at how to seamlessly incorporate Level 2 Further Mathematics topics into existing schemes of work, enhancing student confidence, resilience, and engagement. By the end of the session, teachers will be equipped with the knowledge and tools to inspire and challenge their most capable learners, fostering a deeper appreciation for mathematics and preparing them for future academic success.

We know a National Curriculum aim is fluency, but what does it mean and how does it look in primary? In this workshop, we will explore how fluency may be being misinterpreted in primary classrooms and how this might be stopping pupils developing understanding. We will explore an expanded approach to what fluency means and look at activities and approaches to enhance it.

Do your students sometimes struggle to complete multistep processes? Do they start questions and forget how to finish them? Teaching backwards to secure success might be the answer you’re looking for! Teaching backwards is the big brother to backwards fading. It is an approach I have been using in several different schools with great success. This approach works really well for students in KS2 to KS5 and beyond! Come and explore how this methodology can secure success for your students and think about where you can use this in your teaching.

Finding the right course for learners is often tricky, even trickier for pupils who are often disengaged, demotivated and battling resits. The session will explore an alternative course for KS4 pupils to enable a positive and successful experience within maths which runs alongside GCSE. The qualification in particular will support learners with identified skills gaps in Maths and can be used to support progression. Come and see what we have learnt from delivering the course at both Level 1 and 2 along with the changes in pupils' perception to maths following their success, and how we make this work within our curriculum.

Maths is a beautiful and interesting discipline, steeped in rich history, and deserves greater exploration than learning hundreds of unconnected facts. Unfortunately, this isn’t the view of many who learn school-level mathematics, who repeatedly describe our glorious subject as ‘boring’. In this session we’ll explore stories which can bring the curriculum to life, from why a full turn is 360° to how a serial killer evaded capture between 1993 and 2009, as well as a little look at other useful resources for removing the ‘boring’ label from school-level mathematics.

Negative numbers is a threshold topic. If you don’t cross over it, most of the rest of the curriculum becomes closed to you. Simultaneous equations or plotting a graph, without negatives? No chance! In this workshop we will look at how we can slow down now in order to make progress later on. Join Amie for a chance to use two-coloured counters and think hard about future-proofing your pupils’ chances.

“But don’t we have to divide before we multiply, Miss? That’s what we learnt in BIDMAS.” Well, no actually, you don’t. You also don’t have to go ‘left-to-right’ either. In this talk, updated from the 2022 classic, we will explore some of the fundamental principles of working with number that allow us to become fluent and flexible in our calculation, and how we can encourage this in all our pupils.

Despite many past GCSE Maths exams being available for students and teachers to access, there doesn't seem to be enough! In this workshop, we will examine further the alternative qualifications that exam boards provide and how we can use these to "top up" our students in preparing for their GCSE Maths qualification.

In 2017 Jo Morgan ran the "World Cup of Maths" on Twitter. Whilst Quadratics ran out as winner, Linear Graphs, Graph Transformations and Functions all picked up small shares of the vote. In this workshop I aim to look at our teaching of these three areas and how we use the representation of the graph and the function together to be able to have a good conceptual understanding of Graphs and Graph Transformations.

In this session, Ian will share the new Focus on Success pack for GCSE statistics and how to use them in staff CPD and in the class room. This session is for both existing teacher of GCSE Statistics and for anyone interested in potentially offering this in the future.

Unstoppable Learning promises to deliver 100% success for 100% of students, and holds that 95% are ultimately capable of Grade 9. What does it really look like when a classroom teacher tries to put its ideas into practice every day? Kris Boulton introduces this session, before handing over to Lee Wheeler, Lead Practitioner at the Amethyst Trust, to share his journey so far: the highs, the lows, the successes and the struggles.

"What’s the difference between interleaving and interweaving in mathematics and why does it matter? This session will unpack how both approaches support deeper understanding, long-term retention, and flexible thinking. You'll gain practical strategies for designing learning experiences that connect concepts, challenge assumptions, and encourage students to think beyond standard methods. Whether you're looking to refresh your curriculum or boost engagement, this workshop offers actionable ideas to help students make meaningful links across topics and develop as confident, adaptable problem-solvers."

Why do most pop songs use the same chords? Why do those chords sound harmonious? Turns out, maths can explain why. An exploration of music harmony using sound and sine waves. Part maths lesson, part enrichment, part performance.

Using exam board question level data Mel will go through some of the key topics that the "next grade up" for grade 4, 7 and 9 students to provide you with some food for thought in your own context.

Do your students get confused between area and perimeter. Does the mention of the word 'trigonometry' cause concern. Why is a rectangle called that? Fraction, numerator, denominator what's that all about? There's loads of vocabulary in mathematics, students believe it to be arbitrary and just another thing to remember. But, what if understanding the vocabulary better meant that wasn't true... Come along and find out more!

This hands-on session will explore the core components of bar models and how they can be used to represent increasingly complex problems. We’ll look at how bar modelling can be introduced in Key Stage 1, developed across Key Stage 2, and extended into Key Stage 3, highlighting its progression through the primary and secondary curriculum. You’ll gain practical strategies for implementation, ensuring pupils have this flexible and powerful tool in their mathematical toolkit. Expect plenty of opportunities to try bar modelling for yourself!