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Secondary Magazine - Issue 139

Created on 02 November 2016 by ncetm_administrator
Updated on 16 November 2016 by ncetm_administrator


Secondary Magazine Issue 139

Welcome to November’s edition of the NCETM Secondary Magazine. This month, we are excited to be launching our Qualifications and Curriculum microsite to provide all the latest information, in the ever changing world of qualifications and curriculum.

Alongside, we suggest reasoning lesson resources from both ends of the age spectrum – an activity for Y7s learning to expand and factorise single brackets, and for A level, tasks with an emphasis on verbal reasoning for introducing scalar and vector quantities (distance/displacement and speed/velocity). And for those moments of pedagogical reflection, we have an NQT’s thoughts on her first half term in the classroom, plus some unusual ideas on marking from Colin Foster, Assistant Professor at the University of Nottingham.


Heads Up
Here you will find a checklist of some of the recent, or still current, mathematical events featured in the news, by the media or on the internet: if you want a “heads up” on what to read, watch or do in the next couple of weeks or so, it’s here. If you ever think that our heads haven’t been up high enough and we seem to have missed something that’s coming soon, do let us know: email info@ncetm.org.uk, or via Twitter, @NCETMsecondary.

Classroom View
Rachel Lintott is an NQT in Devon. This account of her first half term reflects thoughtfully on the realisation that a full timetable makes it impossible to teach ‘all-singing-all-dancing’ lessons every lesson, without burning out very quickly. She recognises that, equally, pupils benefit from more low-key lessons at times, and the strategies she has tried are built on their learning needs.

Sixteen Plus
In this month’s Sixteen Plus we are suggesting a visit to an MEI resource, published last year in their M4 magazine. The resource, an introduction to scalar and vector quantities in one-dimensional kinematics, uses a PowerPoint presentation to lead students in discussion and reasoning to embed deep understanding.

From the Library
In this article, reproduced with permission from the Association of Teachers of Mathematics, Colin Foster reports on a method of marking he has trialled that asks students to rate their level of confidence in their answers. Accurate levels of confidence, as well as accurate answers, are rewarded.

It Stands to Reason
Teaching pupils to expand and factorise single brackets is a topic that is often taught in context-free isolation. As a procedure, it is much easier to teach than it is to get pupils to understand why they are learning it: the need to use it often comes much later. Taught as a mysterious procedure that must simply be memorised, it is one that is often difficult to retain. Here we offer a pattern-spotting task using diagrams to understand the equivalence of expressions a(b+c) and ab+ac.

Qualifications and Curriculum
This month, we are pleased to announce the launch of our new Qualifications and Curriculum microsite. Designed as a one-stop-shop for all those bits of important information that you might need from the statutory bodies, exam boards and others, the site is easy to interrogate to find exactly what you need quickly. It'll be constantly updated, so you can expect it to carry all the latest information.



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