The Complete Mathematics Conference is the UK's largest Mathematical Teacher conference, bringing together hundreds of maths teachers each year, from primary, secondary, and higher to collaborate and learn from each other.
#MathsConf28 is the perfect way to spend a Saturday with easily digestible mathematics wisdom from educators around the country.
Workshops are delivered by expert maths teachers from all across the country, who have a voice, and want to share their love of maths (this could be you!).
We'll also have plenty of extra activities, such as a maths cake competition, treasure hunt and more...
MathsConf is all about educators learning from each other, sharing what they've learnt in their classrooms or through their research. We welcome MathsConf workshops on a variety of topics from a variety of presenters - from primary to FE and beyond. Whether this will be your first time presenting or your tenth click the button below to get the ball started.Submit your workshop proposal
AQA's Chair of Examiners for A-level Maths, Dan Rogan, will give you practical classroom tips for how to boost your students' confidence for this summer's exams. Focusing on two key areas identified by examiners, Dan will be looking at how students should be making the best use of their calculators and how they can clinch the marks in "Show..." and "Prove..." questions by presenting convincing mathematical arguments. Come prepared with your calculator and get ready for summer!
Dan Rogan is AQA's Chair of Examiners for AS and A-level Maths and Further Maths. He is a regular presenter at MathsConf, with 30 years' teaching experience and in-depth knowledge of the new A-level.
In this session we'll look at the use of faded worked examples and the impact that this can have on developing understanding in the classroom. Bring a device, or paper and a pen, because we'll be working on creating some backward faded resources!
Referred to as 'The Master of Fluency Practice', as the creator of the award-winning 'Increasingly Difficult Questions' web site, Dave has taught for 13 years in challenging circumstances in inner city Leeds. He has spent the last 11 years at his current school, working in and leading a medium-sized department serving 933 students, teaching across Year 7 to Year 11. This year, Dave has joined the team at Complete Maths, stepping down from his role as Joint Curriculum Leader, to have an impact upon our most disadvantaged students on a national scale.
What does highly-effective teaching of mathematics look like to you? In this session, I will offer an overview of what I believe constitutes effective teaching of mathematics. I will explain the various phases of effective teaching and how they are connected. We will look at the following: Preparing, Teaching, Assessing, Building Understanding, Language, Explanations, Phasing Learning, Pupil Practice and Being Mathematical. We will examine what some of these look like through the lens of different mathematical ideas. This session will include something for everyone - regardless of experience - and is especially suitable for anyone who enjoys thinking deeply about teaching mathematics.
Stuart spends most of his waking hours (and often his non-waking hours) thinking about mathematics education. Before devoting his time to the Complete Maths mission of improving mathematics education for all pupils, Stuart worked for 16 years as a classroom teacher, as head of maths and latterly, as research lead. He has worked in three very different secondary schools and has experience teaching Scottish, English and International curricula. Stuart’s desire to improve his knowledge and impact has seen him become a regular presenter and keynote speaker at conferences, as well as a frequent contributor to mathematical magazines, journals and podcasts. Stuart’s popular www.maths180.com website contains hundreds of video lessons covering most of Secondary Mathematics. An author and co-author of a number of popular mathematics textbooks, Stuart is @maths180 on Twitter.
A powerful, efficient, flexible and perhaps under-used tool in a maths teacher's arsenal is the Structured Variation Grid. This session will look at different ways in which we can use Structured Variation Grids across ages ranges as we attempt to help pupils see the deeper connections running through mathematics. It is said that “the central idea of teaching with variation is to highlight the essential features of the concepts through varying the non-essential features” (Gu, Huang & Marton, 2004). Jam-packed with brand new and unseen resources, this session will convince you that the SVG is an indispensable tool to bring Variation Theory to life in the classroom.
Jonathan has been teaching Maths in secondary schools since completing his PGCE in 2005. Before becoming a Mathematics Lead for La Salle, he was a successful head of department at Leeds City Academy for over five years and continues to work there as a Lead Practitioner of Mathematics. Over the past decade, Jonathan has made significant contributions to the maths community by the creation of several wellknown websites, most notably MathsBot, used by millions of teachers and students each year. Jonathan regularly presents at conferences where he shares his both experiences and ideas from the classroom and the resources he creates. He is a keen Twitter user and is often posting new resources or updates to existing ones based on feedback from the maths community.
This Web Autograph session is a chance to get into a computer room and try some of the features of Web Autograph for yourself. It will look at some of the pedagogy, maths curriculum and run through some additional topics for which Web Autograph can be particularly effective. The session will show you how easy it is to "Make the Maths move" and look at the discussions that can be had in the classroom when diagrams are dynamic. Additionally, this workshop and get a broad overview of the features and functionality of Web Autograph as well as some great examples of how to use it in your classroom. Autograph is designed with the teaching of mathematics at its heart, and as such the workshop will focus on not just how to visualise the mathematics, but also how to structure the visualisations to maximise learning. Keep an eye on completemaths.com/autograph, and the Autograph twitter feed (@AutographMaths) for more details.
Robert J Smith has been teaching maths for nearly 10 years and is currently the Maths Community Lead for Complete Maths. Robert has been involved with the East Midlands Mathematics community since his Teacher Training days and has helped to lead and organise several CPD, Masterclass and engaging mathematics opportunities. These sessions have been for Teachers, Lecturers, Students (and their parents) and also those generally interested in Mathematics.
Probability distributions can seem simple to explain using textbooks, but are we missing something? My belief is that students do not get enough exposure to what they are really about and how they are formed. As teachers, we then tend to move on to the notoriously difficult topic of hypothesis testing where it is easy for students to get confused. Can we make hypothesis testing easier to understand? The answer is yes and the answer is about how we teach probability distributions and how we start off with explaining the concept of hypothesis testing. In this workshop, we will look at placement of topics within the statistics part of the A-level Maths course, explore probability distributions, and look into ways in which we can make it easier for students to transition from what they know to making sense of hypothesis testing. We will first of all look at rearranging the chapters of the statistics part of the course when compared to the textbook. We will then look into probability distributions and what we could be missing out if we were just focusing on what the textbook says. We will also look at the importance of our teaching of probability distributions and how this has an effect on our explanations of hypothesis testing. Finally, we will look at how to introduce the concept of hypothesis testing by using a court case.
Joe is an enthusiastic mathematics teacher and is passionate about finding improved ways of teaching the mathematics curriculum. Currently, Joe works as an Assistant Head of Mathematics in Sutton Coldfield. The hope is to be a lead practitioner in the field of mathematics teaching in the years to come. He is interested in the use of Variation theory and Cognitive load theory within the classroom. Joe has also been building resources over the past few years on his website Berwickmaths.com.
Whether you're an Early Years practitioner, primary teacher, secondary maths teacher, teaching maths in a special school, or even parent/carer of children under 5; this session is for you to learn more about the teaching and learning of early mathematics. Children's early knowledge of maths strongly predicts their later success in mathematics, but also predicts later reading achievement so it's important we recognise how best to support children's development in Early Years and nurture their mathematical curiosity.
Abby was a cohort 1 Primary Mastery Specialist and exemplified her understanding of maths education as a teacher and mathematics leader in a South Gloucestershire primary school. Abby is an experienced SLE and in her role as Assistant Maths Hub Lead, facilitates, supports and encourages the development of Teaching for Mastery across Primary and Secondary. She is passionate about achieving deep and sustainable learning in mathematics for all children and values the importance of professional development and collaboration between educators in all settings.
Lisa Pollard has developed and led the Boolean Maths Hub since its inception. Previously Lisa worked as Senior Leader of Mathematics across the Cabot Learning Federation (CLF) after successfully leading a Mathematics and Computing faculty. Her value base revolves around the belief that everyone and anyone can be a mathematician. Lisa has worked with and supported schools and academies across all phases of education in the South West. Her national role focusses on making a difference to education through high quality teaching and learning, and authentic leadership. Lisa is a PD Lead and SLE, and has Fellowship status with the Chartered College of Teaching .Having completed her MA Education and the NPQEL, she is currently undertaking a Doctorate in Education.
Interweaving is a powerful tool that brings together different skills and ideas from across mathematics. Whether with Year 7s transitioning to Secondary, or Year 11s revising for exams, interweaving has helped my pupils appreciate maths as a subject full of connections and structures, gaining vital fluency and recall while applying ideas in new contexts and situations. In this interactive workshop, we will explore how to create and use effective interwoven tasks that build off the five key benefits of interweaving: 1 – Connections, 2 – Retrieval, 3 – Depth, 4 – Challenge, 5 – Purpose.
Nathan is a maths teacher in a secondary academy in Nottingham, formerly from the village of Upper Dicker, East Sussex. He is the creator of Interwoven Maths, a site for sharing tasks using interweaving. He remains rather uncomfortable writing about himself in the third person.
Over the last few years a great deal of thought has gone into how we sequence content at KS3 and KS4, how we scaffold content at KS3 and KS4 and how we interleave content at KS3 and KS4. How much thought has gone into this at A-level? Are we still teaching a linear qualification in modular parts? What decisions are there to make in how the A-level is delivered? Do these tensions affect other subjects? Do these tensions affect all sectors? This workshop aims to look at the decisions that can be made when delivering A-level maths, and give the opportunity for interrogating our curriculum at Key Stage 5.
Sam Blatherwick is Head of Maths at Ashby School in North West Leicestershire, the final remaining 14-18 school in the region. He has been teaching maths for 12 years and has been Head of Maths for four years.
I have been teaching A level Maths for 12 years and Further Maths for the last 7. I have previously worked as a Key Stage 5 Coordinator. I am interested in A Level pedagogy and teaching for understanding. In the last two years, I have got really into task design and I share resources on my website. I also have a YouTube channel called “Maths in an empty classroom”.
A comprehensive collection of resources to inspire: =============================================== AUTOGRAPH: installers, short videos LISTS: primes, powers of 2, Pythagorean triples WORLD IMAGES: Polygons, Parabolas, Circular DATA: excel, info, excel tutorials; exam boards LINKS, busy teachers, regular bloggers, overseas ENTERTAINMENT: games, art, videos, history =============================================== www.tsm-resources.com
Lifetime of teaching secondary and helping teachers to make the best use of technology. Co-author of Autograph 5. Developer of TSM Resources on the web. www.tsm-resources.com
Working memory can be a block preventing progress in maths across all abilities. Often working memory has been associated with students in lower attainment groups whereas techniques can impact and improve progress across all mathematical abilities. I have been working with students across key stage 3 and 4 using steps to success. This is allowing students to remove the mathematical processes from their working memory and focusing on being able to recall the how’s and whys. During this sessions I will focus on what has worked and not worked with my classes.
From the time I was asked what I wanted to be when I grew up, I wanted to be a maths teacher. Before venturing into the world of teaching I worked in property management and accounts. Over the last 15 years I have worked across secondary schools in Portsmouth and Hampshire teaching all ages and abilities. During my teacher training I began researching working memory specifically within mathematics to support my SEND students to prepare for the GCSE's. During my research I found my high achievers had the same struggles with their working memory and have been developing ideas within my practice to support their learning and recall. Outside teaching I am a keen sewer making mine, my family and colleagues clothes.
This interactive workshop on developing mathematical oracy will explore the importance of talk in exposing structure and deepening understanding and supporting the implementation of a coherent curriculum.
A teacher from Devon, Jane enjoys working with teachers and students alike to explore how strategies for developing oracy impacts upon learners of mathematics.
While the new Web-Autograph is still under development, this session will explore which topics are good to go in Web-Autograph and which still require the desktop PC version (Autograph 5). Generally, Web-Autograph is equipped with a full range of geometry and plotting tools, and we will cover a few of those. Desktop Autograph assigns attributes to all objects, and this can lead to a wide range of exploratory activities. Other topics only in Autograph 5 for now include all statistics and 3D facilities, differential equations and complex numbers. Attend this session to help you plan your Autograph use efficiently.
Lifetime of teaching secondary and helping teachers to make the best use of technology. Co-author of Autograph 5. Developer of TSM Resources on the web. www.tsm-resources.com
"We remember everything easily. It's just recalling it which is tricky!" How does Cognitive Science help us to train our students to be better at recalling prior learning? How can we form retrieval habits for them which will strengthen their working memory and reduce cognitive overload? In this workshop we look at the easy win of 'Four Quadrant Retrieval Practice' and get a chance to share memory techniques of our own.
Stephen taught for 20 years in Essex and Hampshire, 14 of which as HoD, including leading an Ofsted-rated 'Outstanding' Department for 9 years. He has contributed resources to NCETM and TES (over 1m downloads to date), and has written the Maths Revision Guide for ISEB. After a career break to train and work as a Methodist Minister, he is now returning to Maths teaching full time.
Mathematics is a subject of concepts. To make sense of these concepts is to learn mathematics. To make sense of these concepts means to understand: (a) The structure of each concept - what it is, what it isn't, representations of the concept. (b) The procedures/processes arising within each concept - what they are/do, why they work. (c) How concepts interact. This session will look at a couple of concepts in maths and explore these three aspects of understanding.
Peter Mattock has been teaching mathematics in secondary schools since 2006 and lead maths departments from the beginning of 2011 before being promoted to Assistant Principal in an 11-16 school in Leicestershire. Peter has been accredited as an NCETM Secondary Mathematics Professional Development Lead and a Mathematics Specialist Leader in Education. Peter was also one of the first secondary maths teachers to take part in the NCETM Secondary Mastery Specialist programme and now works as the Secondary Mastery Lead for East Midlands South Maths Hub. Peter’s first book “Visible Maths: Using representations and structure to enhance mathematics teaching in schools” is available on the Crown House Publishing website, through www.amazon.co.uk or from your preferred local book shop. Peter's second book, "Conceptual Maths: Learning "about" (rather than just "to do") mathematics" is due to be published in April 2022
Now that schools have the advance information, many teachers, head of departments and even students are thinking about “Now what happens?” .This session will look at this information in more detail and will examine some of the potential pitfalls of taking the information at face value and offer some ideas and suggestions as to how the information could be used to best prepare students for the upcoming GCSE exams. Mel has previously worked at a school that was awarded the accolade of “most improved school in England” and then moved to another that went onto win “TES Maths Team of the year” and currently works in a school that is on a school improvement out of Special Measures having come out of the category in under twelve months.
Mel is one third of the team at JustMaths. Previously worked at the school that was awarded the accolade of "most improved school in England"; then moved to a school where the maths team won "TES Maths Team of the year" ... now part of the team on another school improvement journey.
In this session we'll be exploring how you can support your students to work efficiently with the Casio FX-991EX Classwiz calculator, how it can be used to support learning and it's abilities to check answers. We'll be covering functions from KS3 up to A-Level Further Maths. We can guarantee there will be something in this session that you didn't know about before.
After a 10 year career in Engineering, Mark spent 15 years in the classroom teaching maths before joining Pearson in January 2021, to support teachers. He was also part of the A Level Content Advisory Board that reformed A Level Maths and Further Maths in 2014.
An account of the extraordinary life of Robert Recorde, possibly the world's first modern mathematics teacher. We will look at some of Recorde's books, where he introduces a way to count without language, an alternative way to multiply, and most famously the symbol for the equal sign. This Hollywood-grade story also features a grisly ending, and plenty of food for pedagogical thought.
Gareth has been teaching maths for 14 years. He is currently Head of Mathematics at Ysgol y Creuddyn, a Welsh medium secondary school in North Wales.
Following on from the MATHS (Making A-Level Transition Happen Smoothly) workshop last year, we will be looking through topics on GCSE and A Level Maths and discover the similarities (and differences). Can we identify whether the questions are of GCSE difficulty and which are A Level? How can we promote A Level Maths (and Further Maths) to our Year 11s (and year groups further down)? This workshop is suitable for those who are aspiring to or currently teaching A Level Maths.
Matt has worked in schools across the West Midlands for the last 9 years. He is currently teaching GCSE and A Level Maths at a vastly improving 14-19 school in the West Midlands. He is fortunate to teach with experienced colleagues including currently the @Just_Maths duo of Mel and Seager. He has been teaching A-Level Maths for six years and is proactive in sharing his experiences of maths via Twitter. Matt is a fan of snooker and Formula 1 and also known to play a lot of "Settlers of Catan".
Proportional reasoning underpins a huge amount of the mathematics curriculum in KS3 & KS4. If students can grasp this idea, we can harness it across their time in Secondary to ensure they see these multiplicative structures across mathematics. We can teach them that there's no need to remember lots of different formulae, instead we can harness the power of multiplication and division to solve complex problems. In this session I will explore the use of ratio tables, from traditional ratio and proportion questions, through to their use in statistics and all the way to trigonometry.
Kathryn is an Associate Lead Teacher of Maths and Second in Department in Dewsbury, West Yorkshire. Passionate about teaching for understanding, she has a place as a Secondary Mastery Specialist and PD Lead with the NCETM. As an unashemed teaching and maths geek, Kathryn frequently leads #MathsCPDChat and various CPD sessions within schools, for the NCETM and other organisations. When she is not teaching, she can often be found walking Albie the cockapoo, or in the kitchen baking brownies.
Julia Smith will look into engaging students and motivating them to action – building good maths habits and routines. Starting by exploring knowledge and skills gaps and the strategies to plug them whilst also looking at building the foundations of good GCSE maths ability. Understanding the nine basics of maths and filling your maths teaching toolbox with a range of alternative maths methods. This will be supported by a new TikTok channel created by Julia.
A recent Shine Award recipient, Julia has a wealth of experience as a maths teacher trainer and Author. She also sits on the AQA Expert Panel and is the creator of 5Rsonline and its resit curriculum.
What does it mean to be mathematically literate? How, and why, should we encourage this behaviour in our students? At Durrington we have been working on disciplinary literacy across the school - this presentation explores how it works in the context of maths. We will explore four central, but overlapping, themes of mathematical vocabulary and language, comprehension and understanding, talking mathematically and writing mathematically. We will touch upon etymology, polysemous words, stem sentences and the importance of the correct use of language. We will then look at how we encourage our students to communicate mathematically and how at Durrington we have begun to place much more emphasis on this aspect of our teaching.
I am a maths teacher, SLE and Research Associate at Durrington High School, part of the Research Schools Network. I was lucky enough to be part of the first DfE secondary exchange to Shanghai in 2015 to look at the teaching of maths, and afterwards became very involved in Sussex Maths Hub where I am an Assistant Maths Hub Lead. This year I am leading training for both primary and secondary maths teachers via the Hub, as well as running a Research School course on Evidence Leads in Education (and teaching my year 7, 10 and 11 classes!). I started at Durrington in 2019 before which I was Subject Leader for Maths for 12 years in an 11-18 school.
A dynamic representation is a visual representation of a mathematical object that changes. In this workshop we will explore a range of online dynamic representations that make variables vary. These include dynamic algebra tiles, Cuisenaire rods and Base Blocks. Also included are dynamic multiple representations eg area model, number line and bar dynamic models to represent fractions, decimals and percentages. All of the models are on this new website https://www.enigmadynamicrepresentations.com/dynamic-representations/dynamic-resources
My name is Jayne Webster and I am the Senior Leadership Link at Enigma Maths Hub. I have been involved with the NCETM and the Maths Hub programme for over 7 years now. In 2015 I visited Shanghai on the England - China exchange and I have worked with NCETM as a Teaching for Mastery specialist ever since. I have a special interest in representations that draw attention to mathematical structures and over the years I have collected, created and adapted a range of virtual representations.
Maths teachers aspire to go through the gears from fluency to reasoning to problem-solving in lessons with pace & purpose. Versatile interactive content empowers us to spontaneously pose more "What if" type questions to pupils or develop open ended investigations. This session provides dynamic models you can use in class as initial entry points through to problem-solving & generalising tasks. We'll explore topics as diverse as equations, circle theorems, vectors & experimental probability. These free materials (Excel spreadsheets & PDFs) are intuitive to use & will have significant impact on your lesson design & teaching practice. They'll also enthuse & fascinate your pupils enriching their learning & deepening their understanding. If you love doing maths & teaching maths, you’ll love this workshop.
Matt Dunbar began teaching 20 years ago & his innovative Trinity Maths programme has gained critical acclaim & award nominations. The new National Curriculum reinvigorated his passion to create rich activities that support excellence in teaching enhancing professional CPD through research & development.
Teachers and school leaders may have heard about the potential benefits of manipulatives/concrete resources in the mathematics classroom. Some may even have delved into the accompanying research. Most, however, will still have some questions. What do we mean by concrete? What strategies do we have at our disposal? How can I get value for money in an age of austere school budgets? In this session, Kieran will try to answer each of these questions and more. Providing attendees with principles on which to build an evidence informed approach to the utilisation of manipulatives in the mathematics classroom.
Kieran Mackle is a Primary Mathematics Specialist Teacher, with a keen interest in class based research and evidence informed practice. In 2008, upon the completion of his B.Ed. at St. Mary's University College, Belfast, Kieran moved to Medway where he taught and led in areas of high socio-economic deprivation. At the beginning of 2017 he was appointed as the Mathematics Specialist and Collaboration Lead for three Gravesham primary schools, where he currently oversees a five year project funded by the Worshipful Company of Goldsmiths' created with the aim of enhancing the quality of mathematics education provided for vulnerable and disadvantaged pupils.
In this workshop we look at the process and benefits of setting up a pedagogical book club, where the sessions connect directly with a diverse range of authors from primary, secondary and higher settings. Appreciating the importance of pedagogical practice being evidence informed, we look at the intent, the possible implementation of a book club and the impact it may have on the quality of teaching in the classroom. Considering the 'ten things we have learnt', the workshop is designed to support leaders and professionals who may wish to set up a book club as well as looking at specific mathematical and pedagogical takeaways from the conversations that we have had with authors and other professionals.
Rhiannon Rainbow is a maths teacher with almost 20 years’ experience teaching secondary maths in Herefordshire and Gloucestershire. Rhiannon completed a 4 year BSC Hons QTS Primary Maths EY before making the move to being a secondary school maths teacher where she has held a variety of roles. In January 2018 she joined the Greenshaw Learning Trust and has been working with schools across Gloucestershire, South Gloucestershire and Bristol combined with her Assistant Headteacher role at Five Acres. In September 2020 Rhiannon started in her role as the School Improvement Lead for Mathematics across the Greenshaw Learning Trust, widening her work with schools to include: Plymouth, Bracknell, Croydon, Surrey and Sutton; began her journey in Cohort 5 of the NCETM Secondary Mastery Specialist Programme; and co-founded the GLTBookClub with Dave Tushingham.
Dave Tushingham is a maths teacher with almost 20 years of experience teaching maths in Wiltshire, South Gloucestershire and Bristol. Dave Tushingham qualified as an AST whilst working in Wiltshire before returning to South Gloucestershire to work as an AST and Head of Mathematics. Currently working as a Lead Practitioner within the Greenshaw Learning Trust in Bristol, Dave Tushingham has recently become a Fellow with the Chartered College of Teaching and is an accredited Professional Development Lead through the NCETM. Dave is following his passion for continually developing his interpretation of the principles behind Teaching for Mastery in mathematics and in September co-founded the GLTBookClub with Rhiannon Rainbow.
This workshop will explore literacy strategies that can be used in the Maths classroom to improve outcomes. We will discuss tiered vocabulary, reading comprehension, etymology and more.
Jen Hill-Parker has taught Maths in London and Wiltshire for twenty years. She has a particular interest in improving outcomes for disadvantaged students and is passionate about using literacy techniques to do this.
It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar to catchup with the community, network and talk all things mathematics.
We'll be at The Portivo Lounge, Gloucester Quays Designer Outlet, St Ann Way, Gloucester GL1 5SH from 7pm
We hope to see you there!
“ In the 59 years I've been on the planet, #MathsConf23 has been the best day of maths ed I've ever experienced. Thank you so much, one and all! Still on a high... ”
“ Amazing day, especially since I live overseas and can't attend these when they are in person events. The variety and quality of presentations is very impressive. The whole set up of the day was excellent, easy to move through the day and between sessions. ”
“ Thank you for an amazing day #MathsConf23 I have thoroughly enjoyed every single moment and have learnt an awful lot. Great work. ”
“ This was the most excellently organised conference I have ever attended. I have now since attended a few more virtual conference but nothing comes close. It didn't feel virtual at all. The timetable... ”
“ Thoroughly enjoyed #MathsConf23. Lots of different ideas and thoughts to take forward into future practice!! ”
“ A great conference, very well organised and varied speakers. Great value for money. Look forward to the next one. ”
“ Thank you @LaSalleEd for a customarily slick and professionally-run virtual #MathsConf23–right up there with normal events. Brilliant day hearing loads of interesting stuff. ”
“ Some of the best professional learning you can get at an unbelievable price. Thank you for organising. ”
“ Some of the best professional learning you can get at an unbelievable price. Thank you for organising. ”
“ What an excellent first #MathsConf24 , how have I never attended one before! ”
“ Fantastic conference! A great way to spend a day with a range of diverse and interesting topics all from home. Thank you so much I’m hoping this now becomes a regular event! ”