James Cresswell teaches at a large secondary school in Suffolk where ability-setting in maths is well established, for all year groups. To reduce movement and numbers of contacts during the pandemic, the school took the decision to teach Key Stage 3 in their mixed attainment form groups in autumn 2020. This has been a big change for the department, and James tells us how he has made the most of it.
Show notesTaking part in the discussion are:
James Cresswell: maths teacher at a secondary school in Suffolk
Gwen Tresidder: NCETM Communications Manager
Episode chapters05:36 - How have your lessons changed?
12:06 - Where have you got support and ideas from?
14:46 - How have students and parents reacted?
Useful linksJames Cresswell tweets as @mathsmrc.
During the conversation, James mentions:
Eugenia Cheng rethinks gender around maths
An audience with the exam boards: the new A level and GCSE 9-1
Managing maths in mixed-age classes
Making the most of our new secondary mastery materials
How mastery works in a secondary school maths department
Behind the scenes of the Mastery Readiness Programme
Teaching the hardest topics in GCSE maths
Why and how to use the ‘ping-pong’ teaching style
Raising girls' participation in maths
Primary maths teaching in Shanghai: an exchange teacher’s view
Secondary maths teaching in Shanghai: two teachers reflect
What are the benefits of being a Primary Mastery Specialist?
How Early Years children develop mathematical thinking
What is it like to be in a Maths Hub Work Group?
GCSE Maths 9-1: How did it perform in its second summer?
Core Maths: not just more maths
Maths CPD: what works and why for teachers’ professional development
One primary school’s teaching for mastery journey
NCETM Primary Mastery Professional Development Materials
Mastery in Secondary School Maths
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