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Secondary Magazine - Issue 49: 5 things to do


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 10 December 2009 by ncetm_administrator
Updated on 22 December 2009 by ncetm_administrator

Secondary Magazine Issue 49
 

5 things to do this fortnight

By the time you read this it’s likely to be 2010! This is a special 5 things to do which is very much focussed on the changes happening in 2010.


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What are the accredited qualifications for your current Year 9 students as they move into Year 10? This website might help you to clear up any questions.
 

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You might be thinking about Functional Maths and trying to gather the information you need. If you’re considering entering students for a separate Functional Maths qualification (remember that it’s built into the new GCSEs from September) then this document from QCDA gives an overview of all of the awarding bodies and the models of assessment that they’re piloting.
 
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Are you involved in the linked pair of GCSEs pilot? You can find out more about the proposed second pathway which will be based on a linked pair of GCSE mathematics qualifications. The first teaching will be in pilot centres from September 2010. You can find out more from this factsheet.


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How will teaching and learning change with the new assessment models? You might be thinking about the way that you teach particular topics?

M155MEE says that she has been discussing the merits of teaching division, by chunking (using repeated subtraction) vs short/long division, with the year 6 teachers in school.
I don't like either of these methods. What are your thoughts?

The discussion that this post in Maths Café provoked has so far covered division methods, moved through the distinction between teaching division and teaching how to divide, touched on what decimal the ratio 2:3 represents and, at the time of writing, is focussing on what do we mean by multiplication?
What do you think? Is multiplication ‘rapidly counting up groups of objects’ or is there more to it than that? How do you help your learners to develop their understanding of multiplication and division? You could contribute to the discussion or maybe you might like to take the discussion to a department meeting as the prompt for a conversation about how to develop practice in the classroom. 


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Have a very happy new year! Relax and celebrate in style but, if you fancy something a little more invigorating, why not head to Saundersfoot in Pembrokeshire?!
     
 
 
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