Principal Teachers of Mathematics Conference

High School of Glasgow
Tuesday 6th December 2022
9am - 4pm

The Complete Mathematics annual conference for Principal Teachers of Mathematics

The Complete Mathematics PT conference brings together leading teachers from across Scotland for an informative day of discussion, debate, policy updates and exploring impactful teaching and learning.

Speakers include Maureen McKenna, Stuart Welsh, Sara Xavier, Gary Lamb and Chris McGrane.


  • 0900 - 0920
    Arrival and Networking
    Chat with fellow delegates - catch up with acquaintances. Take this time to share challenges and solutions with colleagues.
  • 0920 - 0930
    Stuart Welsh, Head of Mathematics, Complete Mathematics welcomes delegates to the conference.
  • 0930 - 1020
    Session 1 - Gary Lamb
    The BGE Conundrum.
  • 1020 - 1030
    Panel Prompt Question
    What is the benefit of studying maths in school and to what extent are those benefits being realised?
  • 1030 - 1120
    Session 2 - Sara Xavier
    Personalising Learning using Complete Mathematics TUTOR to complement existing practice.
  • 1120 - 1130
    Panel Prompt Question
    If you were to pick one aspect of a Maths teacher’s practice that all teachers should be skilled in, what would it be and why?
  • 1130 - 1140
    Abbie Brownlie
    The work we do at Complete Mathematics.
  • 1140 - 1230
    Session 3 - Stuart Welsh
    Think Fast: The art of responding in the moment.
  • 1230 - 1300
    Please remember to bring a packed lunch.
  • 1300 - 1350
    Session 4 - An interview with Maureen McKenna
    Stuart Welsh interviews Maureen about her career and mathematics education.
  • 1350 - 1400
    Panel Prompt Question
    How can we ensure we continue to improve as teachers?
  • 1400 - 1410
    Rebekah Fant
    The work we do at Complete Mathematics.
  • 1410 - 1500
    Session 5 - Chris McGrane
    Tasks: The bridge from teaching to learning.
  • 1500 - 1510
    Panel Prompt Question
    What gives you hope for the future of maths education?
  • 1510 - 1550
    Session 6 - Attendee Panel
  • 1550 - 1600
    Closing Remarks

Workshop Leaders

Stuart Welsh @maths180

Think Fast: The art of responding in the moment
In order for our pupils to progress at pace and have success in mathematics, we need to teach responsively. This means that we need to be sure of what pupils know (and don’t know) and we need to modify our teaching accordingly. Teaching responsively is more than formative assessment. It’s a cycle involving planning, gathering data, making decisions and adapting. It can happen “in the moment” or it can happen over a series of lessons. In this session, we will discuss techniques that will help us tell what pupils have and haven’t learnt and - importantly - we will discuss the moves we can make in response.

Gary Lamb @garyl82

The BGE Conundrum
Are you considering refreshing your BGE provision? Does the enormity of the development work involved give you sleepless nights? Should you obliterate the budget to buy books and make course plans? Should you mine the internet for banks of lessons and worksheets? Stop! I think I have found a solution. An ‘off-the-shelf’ solution that requires minimal development work. Over the last decade, I have worked on, led, and implemented many iterations of BGE curricula; some have been good, and others have been page numbers from a textbook. Creating something bespoke is ideally what every department wants, but the challenges of workload, time and quality are the barriers we all face in making this a reality. In this session, I offer a solution to the BGE conundrum. A solution that is ready to use. A solution with curriculum coherence at its core. A solution that smooths the transition from BGE to Senior Phase. A solution that frees up collegiate time to be spent on perfecting our craft in the classroom. A solution that provides motivation for all pupils.

Chris McGrane @ChrisMcGrane84

Tasks: The bridge from teaching to learning
In this session, we will explore why tasks play a vital role in shaping pupils' learning and their perceptions of mathematics.  We will look at some frameworks for mathematical task design, look at what makes a “good task” and encounter many examples and ideas to take away to use in the classroom.

Sara Xavier @saramaths

Personalising Learning using Complete Mathematics TUTOR to complement existing practice

How can we truly personalise the learning of our students? Ideally, we meet the diverse needs of mixed-ability classes, fill the particular gaps each student has prior to starting National courses and support those who need extra instruction as the year unfolds. This session looks at the journey one school has taken, and the ways Tutor has been incorporated into existing practice, to enable students to take personal responsibility for their learning.

Maureen McKenna @maureen0207

An interview with Maureen McKenna