2.  Make a hexagon!

3.  Sandy Stopher  AST since 2005  Working in an outstanding upper school 1500 students, 80% 5+, 50% 7+, 80% A*-C, 70% including English and maths, 5 groups of AS, 4 at A2. All students pass at all levels. Specialist sports, science and training school.  Previously head of maths, deputy head (Enfield), head teacher (Hertfordshire)

4. In-reach work at Redborne – Modelling Mentoring Coaching Training Study skills days Outreach in schools – 2 feeder middles 5 other upper schools Professional study group – KS5 maths PSG External groups – Youth sports trust Thinking maths group Making maths count

5.  Use the cards to create groups  Be prepared to justify your groups

6. In my department – Teaching Sharing ideas and materials Training With students outside my own classroom - Raising achievement study days Revision groups With staff individual staff – Mentoring Coaching Teaching and Learning Group Staff training – ICT SMART Thinking skills

7.  Groups of 4 works best

8. Working with the head of department- Managing the department Monitoring the department Leadership issues Working with individual teachers- Demonstration lessons Observations Joint planning Preparing resources Working with students- In normal classes Revision/study skills days Extra classes Training the whole department- Twilight sessions Whole day training

9.  KS5 mathematics  Since 2006 (jointly run with another AST)  4 meetings per year  13 of the 17 upper schools in Bedfordshire have been involved  Representatives from the local teaching college and LA consultant

10.  In pairs  Snap if the answer from multiplying is a surd

11.  Launched in a beautiful location with lunch provided in the summer term  High attendance at the first meeting (schools sent 2 or more staff)  Very interactive  Covered a wide range of mathematical areas (core, statistics and mechanics)

12.  Evaluation forms identified needs of the participants  Format set up and adhered to (thanks to similar successful framework at another PSG)  Notes and materials sent out swiftly after the sessions  Lunch and networking prior to each meeting

13.  Play Dave’s game

14.  To share good practice  To develop new ideas so that lessons may be more interesting/dynamic/inter- active  To encourage our students to become more independent learners

15.  Complete the sheet with the examples

16.  Feedback from previous meeting  Pure maths  Tricks of the trade  Coffee  Websites/books/resources  Applied topic

17.  Radian protractors

18.  Materials – one rich task for every C1 lesson – and more!  New ideas to try out in our classrooms  Discussions about assessment and likelihood of success for students  Whole unit planning – logarithms  ‘Companionship’ – strength to go back and experiment

19.  How do we influence the teaching of mathematics?

20.  Use of the Bedfordshire website for materials  Sharing from members among their teams  Informal evidence of changes to sixth form performance  Research project

21.  To share good practice  To develop new ideas so that lessons may be more interesting/dynamic/inter- active  To encourage our students to become more independent learners  To develop ideas/materials/lesson plans targeted at students weaker than those who traditionally studied KS5 maths.

22.  The task was ‘produce a piece of display work on functions’ video