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Secondary Magazine - Issue 140

Created on 31 January 2017 by ncetm_administrator
Updated on 07 February 2017 by ncetm_administrator


Secondary Magazine Issue 140Snowdrops by Aliis Sinisalu (adapted), some rights reserved

Welcome to the first Secondary Magazine of 2017, covering the first half term of the year. Inside we have a feature on the NCETM’s Secondary Mastery Specialists Programme, meeting participants at their first series of workshops. And we sample a contemporary discussion about the use of language in mathematics lessons by linking to a new blog from Jemma Sherwood.

Don't forget that all previous issues are available in the Archive.

Teaching for Mastery in Secondary
“Teaching for mastery”… what does it mean to you? Something hovering at the edge of your consciousness, or something you are trying to implement in every lesson? Most secondary teachers are somewhere between the two, but it’s fair to say we are a way behind some of our primary colleagues.

'Definition of blog' by Doug Belshaw (adapted), some rights reservedUsing Correct Mathematical Language
How often have you found yourself, in your classroom, subconsciously mimicking your pupils’ use of language? Does it matter? Jemma Sherwood, Head of Maths at Haybridge High School, Stourbridge, thinks it does matter, and she's explained why in a recent blog, The Importance of Vocabulary.

And some other things to draw to your attention:

  • After you've read this issue's feature Using Correct Mathematical Language, you might want to share your thoughts in our weekly Twitter #mathscpdchat discussion on 21 February, 7-8pm, which will focus on pupils' use of mathematical language.
  • A new case study in the teaching for mastery section of our website tells how a Maths Hub secondary school in London has moved away from putting pupils into ability sets in Years 7 and 8.
  • In a recent blog post, the NCETM's Director, Charlie Stripp discusses the potential benefits when secondary maths teachers are timetabled to teach fewer year groups. In a guest blog, Hande Kiamil, a Secondary school Head of Maths, relates how she and her department have moved in this direction over the last couple of years.
  • Finally, with support from the NCETM, the UCL-Institute of Education is running a series of conferences around the country, examining what the PISA and TIMMS results mean for school maths; you can book your free place now.
Page header by Aliis Sinisalu (adapted), in the public domain


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