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Secondary Magazine - Issue 52

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 19 January 2010 by ncetm_administrator
Updated on 02 February 2010 by ncetm_administrator

Secondary Magazine Issue 52portcullis

Welcome to Issue 52 of the Secondary Magazine. With half term in sight and the light lasting just a bit longer in the evenings, we hope this issue will help you to turn your back on those long dark midwinter days and look forward to the light of spring. Happy reading.


From the editor - What's so great about maths?
Lenny Henry’s recent Radio 4 programme provides a focus for us to think about the mathematical experiences of pupils and how this affects their attitudes to the subject.
Up2d8 maths - VAT rise
The fortnightly Up2d8 Maths resources explore a range of mathematical themes in a topical context. On 1 January 2010, VAT returned to 17.5% after being reduced to 15% on 1 December 2008. The Government cut the VAT rate to try to boost shopping in the recession. Now some retailers say that they will absorb the VAT increase rather than passing it on to consumers. This resource invites pupils to tackle the widely-held misconception that an increase from 15% to 17.5% is the same as an extra 2.5p in the pound.
Focus on - Escher
The work of M C Escher has always had a place in my classroom, intriguing and delighting pupils. Find out more about this 20th century Dutch artist.
An idea for the classroom - Symmetry pictures
Bringing real life into the mathematics classroom can motivate pupils and help them to understand how mathematics is relevant to them. These symmetry pictures aim to stimulate pupils’ interest and provide the focus for some mathematical discussion.
5 things to do this fortnight
Whether your thoughts are on Big Bangs or pancake tossing, our ‘5 things to do’ should provide something of interest.
Diary of a subject leader
Real life issues in the life of a fictional subject leader
Our subject leader looks at the different components involved in improving learning in mathematics. Is it just employing the right staff or do they then need some assistance to have an impact on learning? 
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