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Overview

We are delighted to announce that once again we will be holding our annual North West Post-16 AMSP/Maths Hub Regional Conference.

The date is Monday 1st July 2024 and the venue this year is the University of Liverpool, in the brand new Teaching Hub 502.

We have put together a varied and exciting and programme with something for everyone, covering all the main post-16 fields: GCSE Resit, Core Maths, A-Level Maths, Further Maths and University Admission Tests, along with some workshops of general interest.

Aims

  • Spend a full day exploring topics of interest across the range of post-16 options
  • Work together to discuss teaching approaches and share ideas
  • Encourage teachers to take resources, suggestions and plans back to their departments

Who will benefit from attending?

All teachers of post-16 mathematics, in any settings.

Materials and equipment

Teachers should bring a laptop, tablet and/or phone.

Eligibility

This event is offered free-of charge to any teachers from state-funded institutions in the North West region.

Study schedule

The day is divided into an opening plenary session, with speakers from Maths Hubs, the AMSP and the University of Liverpool, a programme of 4 hour-long workshops where teachers can choose from a broad range of options, and an after-lunch enrichment session.

The programme for the day is:

09:00 | 09:30Registration12:15 | 13:15Lunch
09:30 | 09:50Opening Speakers13:15 | 13:35Speakers - Enrichment
10:00 | 11:00Workshop Session 113:40 | 14:40Workshop Session 3
11:00 | 11:15Break14:40 | 14:50Break
11:15 | 12:15Workshop Session 214:50 | 15:50Workshop Session 4

  1. Christine Watson: “Tension Graphs and Stories” (Core Maths)

    How do you turn the story of an event into a purposeful mathematical activity? Try out an activity that uses scaling, ratio, ranking and graphing to explore a context, with examples to take inspiration from.

  2. Cat van Saarloos: “Introducing Hypothesis Testing by Smelling Parkinson’s” (CM / ALM)

    In this session, I will model an engaging and meaningful way to introduce hypothesis testing. The activity gives students a really solid understanding of what p < 0.05 really means. During the session I ask you to step into the shoes of a new A level student who is lacking in confidence. You will also have an opportunity to hear about hypothesis testing across the curriculum.

  3. Sarah Denison: “Why Standard Deviation Isn’t Standard” (ALM / CM)

    Through her work with professional associations such as the ASE, ATP and RGS, Sarah has gathered numerous examples of where our maths students are meeting standard deviation outside their mathematical classrooms. In this session, you will explore ways to introduce and embed standard deviation and answer common questions students might have, such as, 'why do I divide by n when this person divides by n-1?'

  4. James Morris: “Using Questions from University Admissions Tests in Regular Lessons” (ALM / FM)

    The TMUA (Test of Mathematics for University Admissions) and MAT (Mathematics Admissions Test) are a rich resource for starters, plenaries and longer tasks for use with all students. This workshop provides an opportunity to try out a range of questions and consider how you might adapt them for classroom use.

  5. Abi Bown: “STEPping into Admissions Tests” (ALM / FM)

    The STEP admissions test can seem very challenging for both students and teachers trying to support them. This session will investigate questions and strategies to support students starting their STEP journey.

  6. Andrew Birch / Mark Huyton / David Tucker: “Core Maths Work Group Taster” (CM)

    This Work Group enables teachers of Core Maths to collaborate with colleagues and develop their pedagogy relating to a focus of their choosing. Examples of previous foci are contextualised problem solving, cross-curricular collaboration, questioning techniques and supporting lower attainers. Another important aspect of the work group is the supportive community that it allows teachers to be a part of. Come along to hear about what projects the group worked on this year, as well as plans for 2024-25.

  7. Martin Bamber: “Magic Moments” (ALM)

    Tilting buses, fish mobiles, pole vaults … and much more. Magic Moments is nothing if not practical – come and try some fun experiments that actually work! And of course, we will talk you through the theory and explain some of the subtler points of this often-neglected topic in mechanics.

  8. Adrian Hall: “An Introduction to Cognitive Load & Working Memory” (GCSE)

    How does Cognitive Load Theory help us plan more successful lessons in maths? In this session you’ll get to know a bit of the theory behind working memory and cognitive load, and you‘ll leave with a handful of strategies which you can implement in your classroom the very next day.

  9. Maths Hubs: “GCSE Re-sit 1” (GCSE)

    Giving students guidance to help overcome barriers to success in GCSE Maths re-sits: through addressing common misconceptions and gaps in their mathematical knowledge.

  1. Bernard Murphy: “Questioning with dynamic imagery” (ALM)

    In the session we'll look at four dynamic graphing software files, all tried and tested with A level students, and think how questioning might bring about deeper mathematical thinking in our students

  2. Cat van Saarloos: “Introduction to Core Maths” (CM)

    In this session you will experience a Core Maths activity. There will be opportunities to reflect on how the Core Maths approach can increase the engagement of students in Key Stage 3 and 4 and I will signpost popular and engaging activities.

  3. Tom Button: “Data Science for A level/Core Maths students” (ALM / CM)

    Are your students interested in Artificial Intelligence? Are they considering a career in data science? MEI has designed an ‘Introduction to Data Science Short Course’ for A level/Core Maths students. This is a series of 6 lessons that use Python to explore the A level Large Data Sets. We will explore activities from this course and discuss how you can use them to introduce your students to this exciting area of study. [Delegates will need to bring an internet-connected laptop or tablet.]

  4. Sue Harkness: “Numerical Methods for Solving Equations” (ALM)

    In this session we will discuss: location of roots by change of sign; solving equations by iterative methods and by the Newton-Raphson method, considering when these methods work and when they fail. In each area we will briefly look at the subject knowledge required and some ideas for getting your learners to understand the process, along with resources that could be used. We will also consider the overarching themes of problem-solving and embedding IT.

  5. Alex Jacques-Williams: “Statistical Reasoning and Inference” (ALM / CM)

    Making sense of hypothesis testing and creating purpose and enthusiasm in the wider teaching of Statistics. This session will explore the teaching of hypothesis testing as a whole, building from prior knowledge to a broader view of the idea, rather than teaching each hypothesis test in isolation. It will include practical tools and ideas that can be used in the classroom.

  6. Sarah Graham: “Representation and Structure for GCSE Resit” (GCSE)

    A hands-on session exploring the use of various manipulatives and representations to help GCSE resit students gain a greater understanding of the mathematical topics they often struggle with. Exploring how to utilise the Concrete Pictorial – Abstract model to support learning through activities and use of tools like algebra tiles, cuisinaire rods and more. If you want to see how you to use these I the classroom come along.

  7. Joel Haddley: “University Perspectives” (GENERAL)

    From October, I will be taking over as leader of a first-year mathematics module that aims to support students as they transition from their previous learner context into the role of a university student. Challenges new students face often include becoming more independent in a less structured learning environment, developing a conception of mathematics that aligns with university expectations, and thinking beyond the degree. We will discuss strategies I plan to use to address such challenges.

  8. James Morris: “Floyd’s Algorithm” (FM)

    A very common real-life question is “What is the shortest path from A to B?”. Whilst Dijkstra’s algorithm answers this question for one pair of vertices, Floyd’s algorithm finds the shortest distance and associated route for every pair of vertices in a network. As well as looking at the algorithm in detail, this session will review some differences in in how it has been presented in recent published materials.

  9. Ciaran Henshaw: “Variation Theory at GCSE” (GCSE)

    Variation is one of the 5 big ideas in Teaching for Mastery. Variation can support the way students learn maths by drawing attention to essential structures and relationships within a concept. It is characterised by a carefully constructed small-step journey through learning, where consideration is given to what is kept the same and what changes. This session will explore how to create and use variation tasks/resources in an FE classroom and how this can be used to support out learners at foundation GCSE.

  1. Christine Watson: “What can you do with a circle grid?” (ALM)

    Feeling creative? How many different activities can you generate from one grid of circles? We will try out different problems across a number of mathematical topics, all activities being shared electronically with participants.

  2. Sarah Denison: “Exploring the Global Heritage of Maths” (GENERAL)

    Mathematics is a subject which has a rich global heritage as a result of its development in diverse cultures across the world. This session will explore how the current English school curriculum tends to emphasise the white European heritage of maths. We will then consider the development of some counting and number systems and give suggestions on how our classrooms could increasingly reflect the great cultural richness of mathematics. Through open and honest discussion and exploration of resources we will illustrate how small changes can promote a deeper appreciation of maths as an ethnically diverse subject.

  3. Rachel Beddoes: “I Wanna Tell You a Story … - Visualising Inequality” (CM)

    Fancy having a go at creating your own hand drawn ‘Data Vis’? Then come along to this session and combine your analytical and creative skills together! Taken from the AMSP Visualising Inequalities resource we will look at how effective data visualisations can be at telling stories with data and hopefully making a difference in society. We will also link to careers and highlight the importance of mathematical skills in the social sciences.

  4. Abi Bown: “Further Series” (FM)

    An introduction to series in Further Maths A Level. We’ll be exploring the concepts and activities to promote understanding. No Further Maths knowledge is necessary for this session.

  5. Antony Edkins: “Ofsted Lesson Visits and Mathematical Problem-Solving …” (GENERAL /ALM)

    This session is for those A Level mathematics teachers who: relish their 5 or 6 hours per week teaching their Year 13 students; have a class of highly motivated young people who want to continue their mathematics studies beyond the age of 19; want their young people to thrive when doing well-designed problem-solving tasks; worry about gauging the balance between intervention and independent working.
    Please come armed with one example of a mathematics problem-solving task suitable for a year 13 class.

  6. Sally Bamber: “Number Theory Without Numbers - A creative start to a GCSE resit course” (GCSE)

    Do you want to explore experiences that could help GCSE resit students change negative perceptions of maths education? This participatory workshop will enable you to interrogate number theory tasks that use maths art images to teach, support and engage GCSE resit students.

  7. Martin Bamber: “Problem-Solving in A-Level Maths” (ALM)

    Ask any engineering, software, financial company what they most value in their mathematicians and they will tell you it is not their extensive knowledge of topics, but their ability to solve problems. Improving skills in mathematical problem-solving improves performance across the board – this session will focus on simple ways to include more problem-solving in your ALM lessons.

  8. Simon May: “Casio Graphing Calculators” (ALM)

    This session will look at the general functionality of the fx-CG50 graphing handset in the context of A-level teaching, covering such topics as solving equations, graphical analysis, transformations of functions, calculus, statistics and probability distributions. All levels of user experience are welcome, and handsets will be available to use. There will be some time given for Q&A o(r ask at the Casio stand, where the new ClassWiz models are also available to have a look at).

  9. Mike Thompson: “Supporting Post-16 GCSE Re-sit” (GCSE)

    An insight into what it is to be part of a workgroup which explores effective ways of teaching key content to GCSE resit students through collaboration and experimentation. Participants deepen their knowledge of the curriculum demands and strengthen their awareness of pedagogical approaches, such as the use of context and Realistic Maths Education, that best support students taking GCSE for the second time. Come along to hear from current workgroup participants, share good practice and develop strategies to best support your pupils.

  1. Rachel Beddoes: “Embedding Careers in the Curriculum” (GENERAL)

    As well as exploring the resources that the AMSP have specifically made to support you in achieving Gatsby Benchmark 4: Linking curriculum learning to careers, we will look at how you can embed them into your school’s curriculum. You should leave the session with activities to inspire and motivate your students that are easy to pick up and use, along with an increased awareness of enrichment opportunities.

  2. Andrew Birch / Jude Mortimer: “Discovering the Stories in Data” (CM)

    We will take you on a journey through a dataset discussing how to engage students, build curiosity, encourage questioning, select appropriate mathematical skills and make the connections between the dataset and the big picture. We look at making a CM lesson an immersive, fun and experimental session where students can explore, follow their own questions and discover how to let the data reveal its answers.

  3. Tom Button: “Using Desmos for Statistics in A level Maths” (ALM)

    Desmos is a powerful and free graphing tool that has functions which allow you to analyse real data and visualise probability distributions. In this session we will demonstrate how to use Desmos to explore the large data sets and demonstrate the binomial and normal distributions. There will be an opportunity to try some activities as well as a discussion of how these can be used to support students developing their understanding. [Delegates will need to bring an internet-connected laptop, tablet or phone.]

  4. Sue Harkness: “Modelling Ferris Wheels Using Desmos / Geogebra” (ALM)

    In this session we will use Desmos and Geogebra to discuss: the shape etc of graphs of trig. functions; transformations of trig. Graphs; trig. functions to model the movement of a Ferris wheel using Desmos. We will briefly look at the subject knowledge required and some ideas for getting your learners to understand this and resources that could be used. We will also consider the overarching themes of problem-solving and embedding IT. Delegates will need to down the free Desmos graphing software onto a laptop or tablet (or phone).

  5. Alex Jacques-Williams: “Meaningful Learning” (GENERAL)

    “Meaningful learning results when the learner chooses to relate new information to ideas the learner already knows.” [Robert Novak, 2010]. How can learning theories inform and change how we teach, to support students in gaining a greater conceptual understanding of mathematics and potentially improve their ability to recall and make sense of new content? This session will build on ideas from Robert Novak’s book “Learning, Creating and Using Knowledge”, exploring how we can use his idea of concept maps to both diagnose a student’s prior learning and also to help them organise their new learning. It will also briefly explore how Variation Theory plays a key role in helping students “make meaning”.

  6. James Groves: “A-Level Further Maths Paper Review” (FM)

    We'll be looking through the June 2024 papers for A-level Further Maths, focusing on the Core Pure papers, aiming to cover all the boards, looking at some particularly interesting examples of questions, and sharing our thoughts on what we and our pupils thought about them. Discussion and debate will hopefully ensue!

  7. Adrian Hall: “Fun with Fermi Estimations” (CM)

    How many times did you blink last year? How many breaths did you take?
    Come along and have some Core-Maths-style fun working out various Fermi Estimations

  8. Sally Bamber: “Connecting Ideas in Geometry for GCSE Resit Students” (GCSE)

    In this workshop we will connect ideas in geometry using the assumption that GCSE resit students’ naive conceptions are powers, not deficits.

  9. Helen Geoghegan: “Maths Hub Work Group Taster Session - Developing A Level Maths Pedagogy” (ALM)

    This session is a snapshot of the types of activities we might experience if you are part of a Maths Hub A Level Pedagogy Work Group in the future. Each Work Group is essentially a group of teachers from different schools and colleges (both experienced teachers of A Level Maths and teachers who are new to delivering A Level Maths) that work collaboratively on an agreed focus. There will be plenty of opportunities for sharing ideas and teaching strategies as well as for developing and trialling resources and approaches back at your own school or college.

“You will be invited to select your workshops via a link in your booking acceptance email, which should arrive shortly. Please do this as soon as possible, to assist conference planning.”

Participant feedback

"Really good ideas for introducing mathematical discussion in Core Maths (and elsewhere). The organisation of the event and session delivery was v good."
"It was such a joy to see so many people all in one place again engaging in professional development. The choice of sessions was excellent for any post 16 teacher. Lots of knowledgeable speakers."
"All speakers were engaging and gave great ideas for teaching. It is always good to have time to speak with other teachers in other schools to share ideas."

Key facts

  • Reference:#12827
  • Audience:Teachers
  • Curriculum focus:A level Mathematics, Functional Skills and GCSE resit, Core Maths, A level Further Mathematics, University admissions tests
  • Mathematical focus:Curriculum planning, Maths in other subjects, Problem solving, Use of technology
  • Format:Face-to-face
  • Duration:1 day
  • Region:North West
  • Fee:Free

Queries?

If you have any queries about this event, please do not hesitate to contact:

Martin Bamber
[email protected]
07867553684

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