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Subject Leadership, Teaching and Learning, and Student Events

I offer many areas of support at Mathscademy in Yorkshire.

Subject Leadership

Support for Subject Leaders will be tailored to meet your requirements, but could be based on any of the packages below:

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New or Developing Subject Leader

  • Curriculum Planning and Schemes of Work
  • Effective Use of Assessment Data
  • Enhancing Subject Pedagogy
  • Monitoring and Self-Evaluation
  • Overviewing Leadership and Management
  • Setting Priorities for Developmen

Raising Attainment

  • Identifying Target Cohorts
  • Intensive Revision Days
  • Involving Parents
  • Using Curricular Targets

Using Data

  • Supporting the Attainment of Disadvantaged Pupils: Seeking Effective Strategies
  • Using 'Flightpaths' to Secure Progress

Leading Improvement

  • Developing a Shared Vision
  • Embedding Good Practices
  • Establishing Joint Professional Development
  • Promoting Collaboration
  • Setting Priorities for Development. E.g. Pedagogy, Progression, Assessment, and Curriculum Development

Teaching and Learning

I work with individual teachers, small groups of teachers or whole departments to develop teaching and learning. I can help to identify priority areas for development or can work on aspects of pedagogy that your school has already identified.

The most frequent requests from schools are:

Moving from Good to Outstanding

  • Building Conceptual Understanding, Emphasis on Interconnections
  • Problem-Solving, Promoting Reasoning and Independent Learning
  • Key Features of Good Teaching
  • Principles for Effective Mathematics Teaching
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Improving Learning and Progress

  • Developing Key Concepts and Fluency
  • Effective Strategies to Stimulate Dialogue
  • Focusing on Depth Rather Than Breadth
  • Use of Rich Activities to Engage, Motivate, and Challenge Students

Literacy in Mathematics

  • Promoting Mathematical Discussion
  • Use of Effective Visual Displays
  • Vocabulary – Spelling Strategies, Word Mats, and Word Games

Developing Problem-Solving Skills

  • Every Lesson is a Problem-Solving Lesson
  • Preparing for Problem-Solving for GCSE (9-1)
  • Rich Tasks, Real-Life Problems and Resources
  • Strategies to Develop the Problem-Solving Process

Assessment for Learning

  • Effective Marking and Feedback
  • Objective-Based Learning
  • Use of Probing Questions to Assess Understanding and Expose Misconceptions
  • Using Self and Peer Assessment

NQTS in Maths

  • Creating a Good Learning Environment – Routines, Displays, and Relationships
  • Effective Differentiation
  • Lesson Planning – What Does a Good Lesson Look Like?
  • Managing Behaviour in Mathematics

New to Maths (Non-Specialists, Late Entrants)

  • Developing Subject Knowledge
  • National Curriculum: Key Stage 2 SATS, Key Stage 3 Journey, GCSE Assessment
  • Strategies to Engage and Challenge Pupils in Mathematics

Student Events

I offer a range of events tailored to the needs of your pupils in all key stages. If you cannot see what you are looking for here, please contact me and I will be happy to discuss your specific requirements.

  • Focusing on Numbers, Algebra, Geometry, or Statistics
  • GCSE Revisions
  • Enhancing students' reasoning skills
  • Tackling Problem-Solving Questions

Key Stage 3 & 4: Crystallising Mathematical Understanding

The programmes of study in the new Key Stage 3 & 4 mathematics curriculum represents a change in emphasis. The focus for teaching and learning is now on developing reasoning, fluency, key mathematical concepts and problem solving skills.

One of the main aims of my workshop is to engage students with challenging and enjoyable activities, which will help them to develop their problem-solving and reasoning skills. There will be opportunities for them to work both independently and as part of a small group to develop these key process skills.

“The universe cannot be read until we have learnt the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles, and other geometrical figures, without which means, it is humanly impossible to comprehend a single word.” – Galileo Galilei (1564 - 1642)

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