Do you lead (or are considering leading) mathematics in your institution?
Whether Primary, Secondary or FE, “leading from the middle” can be challenging.
Drawing on his own experience as a successful Head of Department, and his ongoing work with HODs in a number of schools, Stuart will discuss how to get the most from limited non-contact time, how to run successful departmental meetings and what (if any) non-negotiable we should expect to see in lessons. Stuart will offer advice on navigating difficult conversations and on how to support colleagues who are less enthusiastic about change. Finally, he will look at which of our actions make a difference and why we might be spending too much time and energy on the wrong things.
This session will offer attendees considerable food for thought and advice and is a must-see for anyone focused on improving mathematics outcomes in their institution.

As global education systems evolve, collaboration between groups of schools has become increasingly prevalent and this has created the need for a new type of school leader: those with the capacity to lead effectively at scale.

Whether you’re new to such a role, harbour aspirations for the future, or are an experienced leader, this session will focus on how we can codify leading at scale to make the work we do more effective and efficient.

This session is particularly recommended for those with subject or curriculum responsibilities, including those in leadership roles who may not themselves be maths specialists.

How does doing maths make you feel? Sometimes frustrated? Sometimes elated? What about scared, curious, awestruck, empowered, belittled, invincible, proud, embarrassed, connected, disconnected...?

What emotions do you want your learners to experience when they do mathematics? What emotions do we have a duty to ensure they feel before they leave us?

This session will include some tasks which are designed to elicit specific emotions (bring paper and a pen). We will also discuss where these tasks might fit in a curriculum and whether or not we should be considering more than just the content to be covered when mapping out schemes of work.

Are you an A Level Maths or Further Maths teacher? In which case you may be on the lookout for open-ended investigative activities to integrate into your teaching. I've built a couple of free websites with this in mind, and in this workshop I'll share some thoughts on how to build such tasks.

The new Casio fx 83GT CW works differently to the last version we all knew well and loved. This is an opportunity for you to explore the new calculator and get yourself ready to teach using it as they will be appearing in your classrooms in September. I will talk through some of the basics, why I feel calculators should be used in as many lessons as possible right from the beginning of year 7 and show you where some of the features we are used to have moved to. I will also share my collection of calculator cards that give clear instructions for staff and students to be able to use.

In this session we will take a look at the cross-curricular comparison of embedded maths necessities.

How do these subjects assess the maths in their content? What are the similarities and differences?
Is it worth having a shared approach to the models we use across the school?

In this session, we will explore different technology platforms that can help educators facilitate Math Play for students of all ages in school or at home. Find out how you can utilize the Math Learning Center, Graspable Math, and GeoGebra to spark student curiosity. #MathPlay helps students develop a deeper appreciation for math and empowers them to better understand the concepts they are learning.

Experience the connections, confidence, and joy of teaching with Big, Beautiful Problems in a Thinking
Classroom. We will dive into some of our favorite problems and share our experiences of implementing
Peter Liljedahl's Thinking Classroom research and framework over the last 10 years. We'll start with a problem, manage the flow, consolidate the learning, and talk about assessment. Empower your students to shine with low-floor, high-ceiling problems that are as accessible as they are enjoyable.

At the Head of Maths conference held last academic year, I had the privilege of presenting our school's remarkable journey in implementing mastery learning, an experience met with enthusiastic response. I am excited to announce that our journey not only continues but has entered an exciting new phase.
Our path to mastery learning has been anything but straightforward, and we want to offer a candid account of our experiences. Rather than adopting elements of the mastery approach, our aim is to construct a robust and enduring model of education that stands the test of time.
As we stand today, we are proud to declare that we have entered our third year of successful implementation within our secondary phase and have reached the two-year mark in our primary phase. This exciting milestone underscores the depth of our commitment and the progress we've achieved through our instituion.
In this session, I will provide an open and honest reflection on the highs and lows that we've encountered while implementing mastery learning. My aim is that you will find this workshop invaluable, especially if you're contemplating the adoption of a mastery model at your school.

Supporting non-specialist teachers of mathematics is an increasingly prevalent concern among leaders I speak with, across primary and secondary phases. Ofsted’s July subject report shares their concern. Then a realisation: ‘That’s me!’As a Science teacher and middle leader, I am familiar with teaching outside of my subject specialism, and supporting colleagues to do the same. So familiar in fact, this realisation had almost passed me by – except for readily telling people I taught A-level Physics without an A-level in it myself… such is the lack of specialist Physics teachers!Joining Complete Mathematics nearly two years ago felt like taking on another subject specialism, and it didn’t phase me. I love learning and talking about mathematics teaching.If you want to better support non-specialist colleagues you lead or work alongside - or indeed if you consider yourself a non-specialist teacher of mathematics - this session will translate research and personal experiences into practical guidance and resources.

A look at this summer’s results covering the improvements to the papers and their positive impact on student performance. This workshop will also explore some of AQA’s many new resources and will feature a resource share hosted by experienced maths teacher and trainer, Ceri Ward-Jones. So please bring along your favourite resource on the subject of Indices and Standard Form and be ready to share.