Overview

01 Oct, 20209:00 am-4:30 pm
Online Event

This maths teaching and learning event will share best practice techniques and updates for the catch-up period after COVID-19, including 2021 assessments

How does an Online IG Interactive Event work?

  • A full day event delivered via an interactive online platform
  • Opportunities for virtual networking and discussion
  • Speaker sessions delivered with live presentations and resources
  • Live interaction tools and match-making networking
  • Varied formats and screen breaks to support an engaging experience
  • Post-event resources to facilitate implementation of key takeaways

 

This Maths Teaching event provides a unique opportunity to gain updates from the Department for Education and Ofsted as well as subject associations and exam boards, regarding the next steps for maths teaching and learning and catching up after the COVID-19 lockdown period. Attendees will also learn about the latest updates around evidence-based teaching practices and international best practice approaches to remote teaching and learning, to prepare all maths teachers, leaders and specialists for successfully supporting pupils from Key Stage 3 through to Key Stage 5.

Agenda

9:00 am
Login and Accessing Online Event Platform

Use this time to explore the agenda for the day and make new connections with peers.

A short explainer video will help you explore how to make the most of our new next generation Conference platform.

You’ll be able to create networking meet ups, access content on demand and use our new Q&A, chat functions and virtual polling tools.

9:30 am
Chair's Welcome Address

Jonathan will open the day with reflections on the changing landscape of teaching and learning, including the impact of school closures due to COVID-19.

 

Jonathan Haslam
Jonathan Haslam
Director, Institute of Effective Education,
University of York
Confirmed
9:40 am
Morning Keynote: The Government’s Vision for World Standard Teaching and Learning
  • Discussing how curriculum changes in recent years are working to raise education standards
  • Considering how updates to the teacher training (ITT) guidelines and requirements has, and will continue to, improve the level of education for all pupils in different education contexts
  • Exploring how the DfE’s commitment to teacher CPD, for early career and more established teachers, is improving pedagogical techniques and encouraging an exploration of different learning techniques
  • Analysing the future of evidence-based pedagogy: How data and evidence will be used in curriculum design, lesson planning and teacher training and development
Alan Parnum
Alan Parnum
Deputy Director, Regional Schools Commissioner, East of England and North-East London
Department for Education (DfE)
Confirmed
10:00 am
Examining the New Evidence-Based Inspection Framework
  • Understanding the impact COVID-19 school closures will have on future inspections
  • What does evidence-informed practice look like? Outlining Ofsted’s expectations and how it evaluates the quality of provision using the new framework, particularly through embedding this in the curriculum
  • Sharing guidance on how to improve the quality of education and pedagogy based on observations made since the framework came into effect in September 2019
  • Exploring how the cognitive load theory was used to develop the education inspection framework, and the implications on classroom practice
  • Discussing how schools can effectively implement evidence informed practices into everyday school life, and how to translate existing research into practical teaching methods
Professor Daniel Muijs
Professor Daniel Muijs
Head of Research
Ofsted
Confirmed
10:20 am
Questions and Answers Session
10:40 am
Morning Break and Networking

Connect with attendees to discuss key themes with your peers, or use this time to take a screen break.

11:00 am
International Case Study: Learning from the Finnish Education System
  • Discussing what makes the Finnish Education system one of the best and most cost-effective in the world, for example through the development of an innovative ‘double flip-pedagogy’ whereby the responsibility of teaching a coding class is given to pupils
  • Outlining how such activities equip pupils with a range of 21st century skills, from coding, communication, collaboration to creative and critical thinking, and understanding how education leaders can implement the flipped approach as a part of evidence informed teaching
  • Elaborating on ALO Finland which provides access to massive open online courses (MOOCs) on Finnish education, enabling global educators to learn about the Finnish Education system and virtually visit Finnish classrooms to gain best practice insights
  • Exploring the future of teaching and learning on a global scale, as well as the benefits and challenges of learning from other education systems to implement evidence-based teaching

 

The latest PISA results show that students in Finland scored higher then the OECD average in reading, maths and science; with 67% of students holding a growth-mindset – 4% higher than the OECD average, in 2018. 

Pirjo Suhonen
Pirjo Suhonen
Global Education Influencer – Finland, Education Influence
Founder and Learning Facilitator, ALO Finland
Confirmed
11:40 am
Questions and Answers Session
11:50 am
Supporting Teachers and Leaders to Become Evidence-Based and Research-Engaged
  • Identifying international trends from the Teacher CPD report published in November 2019, showcasing opportunities and challenges in developing professional learning for teachers
  • Supporting teachers to be more evidence-informed and research-engaged whilst also having to manage their workload and wellbeing through workshops, access to resources, mentoring and assessments, facilitated by the Chartered Teacher programme
  • Examining how teachers and school leaders can help translate research findings into practical strategies than can be used in the classroom
  • Highlighting the importance of making research accessible to school leaders and teachers through the use of Impact, a termly journal, to encourage discussion and debate around key research issues
  • Outlining the key guidance provided in the Evidence Informed Teaching: Self- Assessment Tool for Teachers such as how to effectively understand, develop and evaluate engagement with evidence
Lisa-Maria Muller
Lisa-Maria Muller
Research Manager
Chartered College of Teaching
Confirmed
12:10 pm
Questions and Answers Session
12:20 pm
Lunch and Networking

Network with other maths teachers and leaders to share common challenges and offer resources through the dedicated discussion groups, or use this time to take a screen break.

1:10 pm
Exploring Effective Mathematics Teaching Models: Encouraging Pupil Agency – Path Smoothing and Creating Inquiry Classrooms
  • Exploring ATM’s 2019 ‘Mathematics Teaching MT268’ report which outlines effective models for teaching mathematics including through path smoothing, challenging model of learning and creating Inquiry maths classrooms
  • Highlighting how to take the path smoothing approach by taking small steps in teaching
    mathematics achieved by creating sequences of practice questions which are ‘minimally different’ by changing only one aspect of the questions at a time
  • Demonstrating how to develop a challenging model of learning through encouraging student agency and allowing students to select their tasks, achieved for instance by using regulatory cards that support students in directing their own inquiries into mathematics
  • Effectively creating an inquiry classroom by supporting students to pose questions connected to their existing knowledge, further helping to prompt mathematical answers
  • Acknowledging the negative impact of COVID-19 school closures on deprived children, and exploring how to provide the extra support needed to fast-track delayed progress
Heather Davis
Heather Davis
Chair of General Council
Association of Teachers of Mathematics (ATM)
Confirmed
1:30 pm
Demonstrating How the PISA Mathematics Framework Can Help Raise Attainment in Mathematics Learning
  • Discussing the 2018 PISA Mathematics Assessment findings in relation to maths attainment across the UK, and the developments introduced by the 2021 framework
  • Outlining how the frameworks emphasise the contexts in which students will face mathematical challenges including change and relationships, space and shape, quantity, and uncertainty and data
  • Considering how PISA can be used effectively to support the raising of attainment among
    maths pupils including through the ‘six key understandings’ to provide structure and support to mathematical reasoning
  • Analysing the ‘mathematical reasoning wheel’ which identifies 21st century skills needed and explores how teachers can formulate, employ, interpret and evaluate mathematical
    reasoning
Dr Jenni Ingram
Dr Jenni Ingram
Associate Professor of Mathematics
Department of Education, University of Oxford
Confirmed
1:50 pm
Exploring Student Performance To Date and Resources Available to Aid Teachers in Preparing for Assessments Post-COVID19

GCSE

  • Analysing the results of GCSE (9-1) Mathematics assessment to date
  • Exploring how teachers can best prepare students for assessment, after time out of school
    due to COVID-19, including through taking advantage of readily available tools and resources such as Check In tests, Analysis Grids and Delivery Guides
  • Outlining the free ‘ExamBuilder’ online tool enabling teachers to build their own test papers as mock practice ahead of assessments

AS and A Levels

  • Analysing the results of assessment to date, under the reformed specifications of linear,
    decoupled AS and A Level qualification in Mathematics and Further Mathematics
  • Exploring resources available to teachers to help preparations for assessments, across different aspects of the newly reformed qualifications
  • Understanding the impact of COVID-19 on new year 12 pupils, and discussing ways of bringing them up to speed with the AS and A Level curriculum

Core Maths

  • Understanding the benefits of the new ‘Core Maths’ Level 3 qualifications available to post16 students, which help students develop quantitative and problem-solving skills
Neil Ogden
Neil Ogden
Subject Advisor
OCR
Confirmed
2:30 pm
Questions and Answers Session
2:50 pm
Afternoon Break and Networking

Continue the discussion with peers, and explore opportunities for implementation of new ideas post-event, or use this time to take a screen break.

3:05 pm
Workshop: Using Technology to Transform the Teaching and Learning of Mathematics

In this interactive, structured session, Tom Button will be working alongside you to:

  • Develop key strategies for supporting teachers to make better use of the technology
    available in your school, as required for A Level Maths by Ofqual
  • Outline the free software he has seen have the biggest impact on the mathematics departments he has worked with including Autograph, Desmos and GeoGebra
  • Deliver practical demonstrations of this software, along with online videos to supplement curriculum delivering
Tom Button
Tom Button
Mathematics Technology Specialist
Mathematics Education Innovation (MEI)
Confirmed
3:45 pm
Questions and Answers Session
3:55 pm
Taking Lessons from Internationally Recognised Best Practice: Understanding Your Students
  • Exploring how the subject was made more enjoyable by holding 7am drop-in sessions, running a school maths Instagram account and sitting the A level exam with students to improve teaching
  • Highlighting how teachers who do not have an academic maths background can become more specialised in the subject through subject knowledge enhancement (SKE) courses
  • Demonstrating the success of the teaching style which led to raised attainment in maths and improved exam results
  • Highlighting how to make the classroom an environment where pupils want to be involved in and feel settled including through following up on their progress and any setbacks regularly

Nicola has been shortlisted for the 2020 Global Teacher Prize, was TES Maths Teacher of the Year 2018 and also Winner of the prestigious Pearson Silver Teaching Award 2019.

Nicola Whiston
Nicola Whiston
Maths Teacher
Ormiston Horizon Academy
Confirmed
4:15 pm
Questions and Answers Session
4:25 pm
End of Programme

Following the final session, delegates will still have access to the event platform, to continue conversations with peers and accessing resources.  

 

 

*Programme subject to change

Audience

This event is designed for the Education Sector, and particularly those with a focus on Maths. Typical job titles will include:

  • Heads of Mathematics
  • Mathematics Teachers
  • Headteachers
  • Deputy and Assistant Headteachers
  • Faculty Leaders for Mathematics
  • Teachers of Mathematics
  • Subject Leaders
  • Curriculum Leaders
  • Curriculum and Qualification Specialists
  • Senior Lecturers
  • Mathematics Education Consultants
  • Maths Hubs Leads
This Forum is also open to the wider Education, Private and Voluntary Sectors to encourage debate and networking.

Pricing