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Mr Barton Maths Podcast

The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show

Happy listening!

#001 Andrew Taylor: Head of Maths at AQA

#002 Graham Cumming: Head of Maths at Edexcel

#003 Neil Ogden: Maths Specialist at OCR

#004 Oxbridge Interview Special

#005 Jo Morgan: Resourceaholic

#006 Mel Muldowney: JustMaths

#007 Bruno Reddy: Times Table Rockstars and MrReddy.com

#008 Charlie Stripp: NCETM and MEI

#009 Dan Meyer: 3 Act Math Desmos TED Talk and more!

#010 Will Emeny: Great Maths Teaching Ideas and Numeracy Ninjas

#011 Stefanie Sullivan: Maths PGCE Tutor from Nottingham University

#012 Mark McCourt: Ofsted, emaths, La Salle Education, NCETM and more!

#013 Jamie Frost: Dr Frost Maths and Teaching High Achievers

#014 Beth Lilley: NQT

#015 Ed Southall - Part 1: SolveMyMaths and Mathematics PGCE Tutor

#016 Dylan Wiliam: Author, Researcher Trainer and Assessment for Learning Expert

#017 John Corbett: Flipped Learning, Videos and Corbett Maths

#018 Tom Bennett: Behaviour Teacher Workload and ResearchEd

#019 Paul Rowlandson: Bar Modelling, Questioning, Shanghai, Tokyo & Training Teachers

#020 Greg Ashman: Cognitive Load Theory and Direct Instruction vs Inquiry-Based Learning

#021 Daisy Christodoulou: Assessment Multiple Choice Questions 7 Myths about Education

#022 Dani Quinn - Part 2: Michaela School, Behaviour, Drills & Culture

#023 Robert and Elizabeth Bjork: Memory, Forgetting, Testing & Desirable Difficulties

#024 Kris Boulton - Part 1: Planning Lessons, Engelmann and Differentiation

#025 Ed Southall - Part 2: Maths Puzzles and Lessons from Japan

#026 Nick Rose: Mindset, Misconceptions & Differentiation

#027 Chief Examiner Trevor Senior: How GCSE Maths exams are written

#028 Primary School Teacher Rachel Webster: How your Year 7s have been taught maths

#029 Andrew Blair: Inquiry Maths

#030 Andrew Blair: prequel: Inquiries and being a Head of Department

#031 Kris Boulton - Part 2: Minimally guided instruction, Understanding & How before Why

#032 Lucy Rycroft-Smith: Cambridge Mathematics, Setting, Times Tables & Anxiety

#033 Peps Mccrea: Planning, Memorable Teaching & Teacher Expertise

#034 Doug Lemov: Teach like a Champion and Top Tips for delivering training

#035 Colin Foster: Mathematical Etudes, Confidence & Questioning

#036 Carl Hendrick and Robin Macpherson: What does this look like in the classroom?

#037 Jane Jones: Ofsted, observations, marking & reasoning

#038 Amir Arezoo: Lean maths departments, deep work & schemes of work

#039 Helen Hindle: Mixed attainment teaching and growth mindset

#040 Anne Watson and John Mason: Variation, questioning, visualising & developing mathematical thinkers

#041 Conference Takeaways: MathsConf14

#042 Oliver Lovell: Planning, running a maths department & Cognitive Load Theory

#043 Conference Takeaways: researchEd Blackpool 2018

#044 Conference Takeaways: BCME: Day 1

#045 Conference Takeaways: BCME: Day 2

#046 Conference Takeaways: BCME: Day 3

#047 Conference Takeaways: BCME: Day 4

#048 Lucy Crehan: Cleverlands

#049 Alison Kiddle and Charlie Gilderdale: NRICH

#050 Dylan Wiliam - the return! Creating the Schools our Children need

#051 Conference Takeaways: Comparative Judgement: with a cameo from Daisy Christodoulou!

#052 Harry Fletcher-Wood: Responsive Teaching

#053 Conference Takeaways: researchEd Rugby

#054 Tom Sherrington: The Learning Rainforest

#055 GCSE Maths Exam special: Graham Cumming and Karen Wilkinson

#056 Conference Takeaways: Festival of Education: Day 2

#057 Conference Takeaways: MathsConf15

#058 Conference Takeaways: JustMaths Conference 2018

#059 Slice of Advice 2018: What did you learn this year?

#060 Greg Ashman: The Truth about Teaching

#061 Slice of Advice: What does the first lesson with your class look like?

#062 Simon Singh: Fermat's Last Theorem and stretching high-attainers

#063 Jeremy Hodgen: Teaching low-attaining students relevance and fingers!

#064 Conference Takeaways: researchED Scotland: September 2018

#065 Conference Takeaways: MathsConf16: Glasgow

#066 Hannah Fry: algorithms, love and being a mathematician

#067 Bernie Westacott: Teaching maths with visuals and manipulatives

#068 Becky Allen: Workload, happiness, expertise, progress & pupil premium

#069 Helen Williams: Early Years teaching and manipulatives

#070 Jo Morgan: 100th Maths Gems Special

#071 David Didau: Making kids cleverer

#072 Chris Smith: Injecting fun into lessons, Resources. Pi Day & Revision Days

#073 Naveen Rizvi: Scripted lessons examples and social media

#074 Jemma Sherwood - Part 1: Sequences of lessons and the importance of silence

#075 Alex Quigley: Closing the vocabulary gap

#076 Conference Takeaways: researchEd Blackpool 2019

#077 Conference Takeaways: Educating Northants 2019

#078 Peter Mattock: Visible Maths, planning lessons & running a department

#079 Conference Takeaways: ATM/MA 2019 Conference: Day 1

#080 Conference Takeaways: ATM/MA 2019 Conference: Day 2

#081 Inside Exams: Episode 1: Language

#082 Mark McCourt - the return! Teaching for mastery

#083 Michael Pershan: Example-Problem Pairs, problem solving & moving schools

#084 Chris McGrane: Task design and changing your mind

#085 Jonny Griffiths: RISPs problem solving and mental health

#086 Conference Takeaways: MEI Maths Conference 2019

#087 Tom Sherrington: Rosenshine's Principles in Action

#088 Slice of Advice 2019: What did you learn this year?

#089 The Science of Learning: 77 Studies That Every Teacher Needs to Know

#090 Rob Eastaway: Estimation, perception of maths & the importance of haha

#091 Multiple Choice Questions on trial with AQA's Zeek Sweiry

#092 Julia Smith: Teaching GCSE resit and the 5Rs approach

#093 Alex Bellos: Puzzles, Perception and Pool Tables

#094 Emma McCrea: Making every maths lesson count and training teachers

#095 Topics in Depth: Indices with Jo Morgan

#096 Tom Francome: Supporting novice teachers and planning lessons

#097 Exam malpractice: Inside Exams with AQA

#098 Kris Boulton - Part 3: Is cognitive science almost useless for designing effective teaching?

#099 Topics in Depth: Angles and parallel lines with Jo Morgan

#100 Daisy Christodoulou: Teachers vs Tech!

#101 Conference Takeaways: MathsConf22: Manchester: March 2020

#102 Special episode: Online learning during the Covid-19 outbreak

#103 Teaching from Home: Ben Rooney: structure, social interactions and experimenting with technology

#104 Teaching from Home: Michael Pershan: Zoom, Assessment for Learning and a careful choice of questions

#105 Teaching from Home: Jo Morgan: Hegarty Maths, family life and why she will not be doing live lessons

#106 Teaching from Home: Dan Pearcy: Google Meets, Poll Everywhere and 5 principles for remote teaching

#107 Teaching from Home: Adam Boxer: retrieval, conducting interviews and staying safe and sane

#108 Teaching from Home: Jon Hutchinson: making videos for primary school students

#109 Paul Kirschner and Carl Hendrick: How learning happens

#110 Teaching from Home: Helen Williams: supporting Early Years students

#111 Teaching from Home: Jules Daulby: supporting students with Special Educational Needs

#112 Teaching from Home: Ollie Lovell and Bryn Humberstone: Checking for understanding, Desmos and lessons learned

#113 Teaching from Home: Jamie Frost: Dr Frost Maths and virtual whiteboards

#114 Robert Kaplinsky: Depth of Knowledge, Open Middle Problems and effective CPD

#115 Mark Healy - Part 1: Cognitive science versus cognitive psychology

#116 Conference Takeaways: MathsConf23 (online!)

#117 Jonathan Hall: MathsBot, teaching visually and behaving mathematically

#118 Adele Bates: Behaviour and relationships

#119 Jemma Sherwood: Part 2: Preparing for September 2020 & being a Head of Department

#120 Mark Healy - Part 2: Sleep, growth mindset and teaching amid Covid-19

#121 Conference Takeaways: MathsConf24 (online!)

#122 Jo Morgan: Teaching Key Stage 3 maths

#123 Peps McCrea: Motivated teaching

#124 Research in Action 1: Language and Dyscalculia with Julia Bahnmuller

#125 Research in Action 2: Parental engagement with Tim Jay

#126 Research in Action 3: Estimation, equals and working memory with Iro Xenidou-Dervou

#127 Research in Action 4: Maths anxiety with Kelly Trezise

#128 Research in Action 5: Fingers and game-based apps with Korbinian Moeller

#129 Research in Action 6: Cognitive Load Theory with Ouhao Chen

#130 Research in Action 7: Designing and interpreting educational research with Matthew Inglis

#131 Research in Action 8: Numbers and space with Krzysztof Cipora

#132 Research in Action 9: PhDs and maths textbooks with Beth Woollacott

#133 Research in Action 10: When to tell and teaching algebra with Dave Hewitt

#134 Ollie Lovell: Cognitive Load Theory in Action

#135 Jo Morgan: tips and resources for teaching online

#136 CLASSIC EPISODE (April 2017): Dani Quinn - Part 1: Michaela School Planning Lessons Low Stakes Tests

#137 Doug Lemov: Tips for the return to classrooms

#138 Michael Pershan: Teaching with worked examples: part 1

#139 Michael Pershan: Teaching with worked examples: part 2

#140 Conference Takeaways: Mathematical Association Conference 2021: Day 1

#141 Conference Takeaways: Mathematical Association Conference 2021: Day 2

#142 Conference Takeaways: Mathematical Association Conference 2021: Day 3

#143 Anne Watson and Kris Boulton in conversation

#144 Christian Bokhove: Coherence, textbooks and research best bets

#145 Research in Action 11: University transition and oral assessments with Paola Iannone

#146 Research in Action 12: Inquiry as a way of being with Barbara Jaworski

#147 Research in Action 13: The self-explanation effect and how experts read maths differently with Lara Alcock

#148 Research in Action 14: Counting in the animal kingdom with Krzysztof Cipora

#149 Research in Action 15: Children's early understanding of number with Francesco Sella

#150 Research in Action 16: Writing a maths curriculum with Colin Foster

#151 Research in Action 17: Executive function with Camilla Gilmore

#152 Research in Action 18: Comparative judgement with Ian Jones

#153 Research in Action 19: Teaching mixed-attainment with Tom Francome

#154 Tom Harbour: engaging parents in their children's learning

#155 Jo Morgan: depth and sequencing of the maths curriculum

#156 Paul Rowlandson: Getting mixed up with interleaving

#157 Dan Draper: Overlearning and conceptual leaps

#158 Adam Boxer: explanations, retrieval and maths & science working together

#159 Introducing... Tips for Teachers!

#160 Ollie Lovell: relations regulation leadership & tools for teachers

#161 The future of the Mr Barton Maths podcast

#162 Beyond survival: a conversation with Jamie Thom

#163 How to observe a lesson with Adam Boxer

#164 How to plan a maths lesson with Craig Latimir

#165 How to be more evidence-informed with Peps Mcrea

#166 Tools and Tips for Teachers: Episode 1

#167 Tools and Tips for Teachers: Episode 2

#168 How to lead a maths department with Femi Adeniran and Matt Findlay

#169 Tools and Tips for Teachers: Episode 3 (with Ollie Lovell)

#170 How to secure 100% student engagement with Pritesh Raichura

#171 Tools and Tips for Teachers: Episode 4 (with Ollie Lovell)

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Mr Barton Maths Podcast The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show Happy listening!

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22 free online sessions

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STEM centre

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The Science of Learning - Online Course - FutureLearn

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Improve your STEM teaching approaches by exploring the science of learning with this online course for teachers created by the National STEM Learning Centre.

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STEM centre

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Introducing Assessment for Learning - Online Course - FutureLearn

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Learn how to assess student understanding and take formative action to improve learning with this online course from the National STEM Learning Centre.

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Sam Strickland

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To access the full Master Class, including all the resources that Sam has shared, as well as continue the discussion - Join Curriculum Thinkers here >

We were delighted to host Sam Strickland for the first We Are In Beta Webinar to find out how he implemented and embedded a knowledge-rich curriculum at Duston School.

If you liked this webinar, you can find Sam tweeting on @Strickomaster and his book, Education Exposed: Leading a school in a time of uncertainty goes into more depth across his approaches to of curriculum, teaching and learning, teacher workload, behaviour, staff morale, leadership and Ofsted. You can find examples of knowledge organisers for all subjects on The Duston School website.

You may also like to listen to Sam on Naylor's Natter podcast where he talks about his work in year 1 to transform the culture and behaviour at Duston.

If you really liked the webinar and what Sam had to say, you can see the primary and secondary staff vacancies he is recruiting for right now .

Manchester, United Kingdom · Updated Wed, November 25, 2020

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Replay: Sam Strickland - Implementing a knowledge-rich curriculum | We Are In Beta Community

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To access the full Master Class, including all the resources that Sam has shared, as well as continue the discussion - Join Curriculum Thinkers here > We were delighted to host Sam Strickland for the first We Are In Beta Webinar to find out how he implemented and embedded a knowledge-rich curriculum at Duston School.

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Free live CPD 11am daily, recordings also available.

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In response to demand for my workshops and masterclasses on Rosenshine's Principles of Instruction, I've recorded a screen capture of me talking through the slides I use for my one-day events.
The slides are available here
I have posted the links on youtube in a playlist that can be found here:

There is 2 1/2 hours of material there so take your time to browse.

If you would like to book me for in-school CPD please do - just follow the teacherhead-consulting tab at the top of this website.

If you want bulk copies of the Rosenshine booklet email as@johncatt.com to discuss a discount offer. Or order your own copy here: https://www.amazon.co.uk/Rosenshines-Principles-Action-Tom-Sherrington/dp/1912906201
Update: Video Booklets.
I'm delighted that AHT, Claire Grimes, has made a superb workbook to go with each of these videos. They walk through each of the youtube videos linked above with a series of thoughtful reflection activities and prompts. After 15,000 free downloads, Claire has now published the booklet with John Catt as a companion to the Rosenshine in Action booklet.

Books are available for £3 each from https://www.johncattbookshop.com/rosenshine-s-principles-in-action-the-workbook. You can contact as@johncatt.com for bulk discounts. Huge thanks to Claire for making these and sharing them so generously for so long.

You might also like to check back in with the Rosenshine blogs I've written and other related posts connected to the videos:

Here is the session I did for ResearchEdHome with a focus on curriculum.
https://youtu.be/JZGpFfsZuuk

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Rosenshine Masterclass Captured. Free CPD!

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In response to demand for my workshops and masterclasses on Rosenshine's Principles of Instruction, I've recorded a screen capture of me talking through the slides I use for my one-day events. The slides are available here I have posted the links on youtube in a playlist that can be found here: https://www.youtube.com/playlist?list=PL_WHYo5KULlfcpKvyf5fXrFEXbA6zroIk There is 2...

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You can search by course title. You can also search for OpenLearn courses associated with an Open University course by searching for the course code.

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Free on demand CPD from the AMSP

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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These On Demand Professional Development (ODPD) pods are designed to support teachers offering Core Maths or considering offering Core Maths, especially those who are using the Integral Core Maths platform and those teaching topics from Core Maths in other subject areas.

The course comprises a series of 'pods', designed to complement our Subject Knowledge Live (SKL) course Core Maths common topics. When complete, this will provide teachers with professional development covering all aspects of the existing Core Maths qualifications.

In each pod, teachers will experience a variety of content including:

short videos explaining the ideas behind the topic

practice materials

triggers for reflection and suggestions for further study.

Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or the full pod.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section, a pod or a full course.

What are the aims of this professional development?

To introduce teachers to a range of techniques which will enable them to work more confidently with students studying Core Maths or using elements of Core Maths in other subject areas.

To provide opportunities to reflect on subject content, resources and teaching ideas and to discuss these with other teachers via the course forums.

To provide support for teachers using the Core Maths platform with their students.

Content

Timings are approximate and suggest the required time for a topic to be counted on a certificate of participation. Further resources are linked from each section and so participants may, if they wish, spend more time than this in consolidating and reflecting on the content. You do not need to complete all sections to request a certificate.

What will I need?

You'll need an internet connection with capability to watch videos.

Queries?

If you have any queries about this event, please do not hesitate to contact:

What is On Demand professional development?

On Demand professional development offers total flexibility. Teachers can access the materials, day or night, over a period of up to one year.

It's also completely free of charge for eligible teachers.

If you're interested in a deeper view of what's involved in this unique form of professional development, you may enjoy this video:

Please note:

Due to the way the AMSP is funded, this On-Demand Professional Development is only available to teachers in state-funded schools and colleges in England.

Skip to content

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These On Demand Professional Development (ODPD) pods are designed to support teachers offering Core Maths or considering offering Core Maths, especially those who are using the Integral Core Maths platform and those teaching topics from Core Maths in other subject areas.

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Seneca Learn

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World's First Accelerated Learning Platform

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STEM Centre

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[Andrea Mapplebeck] As teachers we all know that planning is essential, so how do you make sure it drives forward student progress? How do we plan for learning? As a teacher who wants to promote the learning of your students, you'll want to make evidence-informed judgements and apply a range of approaches to respond and adapt teaching during and in between lessons. [Dylan Wiliam] Planning for Learning in STEM Teaching is for teachers of all phases, from primary to secondary and post-16. Assessment for learning helps teachers collect evidence to tailor student learning. [Chris Harrison] We'll look at planning to identify students' starting points before exploring ways to tune teaching approaches and techniques for responding to student learning.

Finally we look at medium term planning and planning with colleagues. [Andrea] Through combining evidence-based research with your own experiences and understanding of your students and classroom environment, you will develop effective approaches to improve student achievement and engagement with their learning. [Laura (Teacher)] We need to think not just about what they can do the next two weeks, but how that's going to help them in the future when they move on to future topics. [George (Teacher)] Children aren't able to achieve, if you just give them a task, as well as if you give them tasks built on what they already know.

[Amy (Teacher)] And it's about knowing where children are at coming into the lesson, and how you're going to get them to the next step leaving the lesson so none of the children get left behind. [Ashley (Teacher)] Every lesson is different, every student's different, every group you put together is different. You have to be ready to adapt your timing and if you can't get something in that particular lesson it's not the end of the world. [Chris Harrison] On this course you will see a range of approaches exemplified by teachers and learn ways to listen in to your students and infer their progress. These approaches will help you become better able to support the learning of all your students.

[Dylan Wiliam] Planning for Learning is one of many online CPD courses provided by the National STEM Learning Centre as part of the STEM teaching program on FutureLearn. [Andrea Mapplebeck] You will learn with other teachers from around the world, contextualise the course within your own teaching environment and will be supported by educators and mentors online. [Chris Harrison] We look forward to you joining us on the course.

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Planning for Learning: Science & Maths - Online Course

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Andrea Mapplebeck] As teachers we all know that planning is essential, so how do you make sure it drives forward student progress? How do we plan for learning? As a teacher who wants to promote the learning of your students, you'll want to make evidence-informed judgements and apply a range of approaches to respond and adapt teaching during and in between lessons.

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Credit: Claire Grimes

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Search | MIT OpenCourseWare | Free Online Course Materials

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MIT OpenCourseWare is a web based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity

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Free on demand CPD from the AMSP

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This is a group of On Demand Professional Development (ODPD) pods designed to support teachers who will be offering the Discrete, Decision or Modelling with Algorithms content of AS or A level Further Mathematics.

The course will comprise a series of 'pods', forming the building blocks of each of the main specifications for this course component. When complete, this will provide teachers with professional development covering all common aspects of the Discrete, Decision or Modelling with Algorithms courses.

In each pod, teachers will experience a variety of content including:

short videos explaining the ideas behind the topic

practice materials

triggers for reflection and suggestions for further study.

Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or the full pod.

What are the aims of this professional development?

To introduce teachers to a range of techniques which will enable them to work more confidently with topics in the Discrete, Decision or Modelling with Algorithms component of AS or A level Further Maths.

To provide opportunities to reflect on methods, resources and teaching ideas and to discuss these with other teachers via the course forums.

Content

Timings are approximate and suggest the required time for a topic to be counted on a certificate of participation. Further resources are linked from each section and so participants may, if they wish, spend more time than this in consolidating and reflecting on the content. You do not need to complete all sections to request a certificate.

What will I need?

Internet connection with capability to watch video. You may find access to graphing software such as GeoGebra or Desmos is also useful.

Queries?

If you have any queries about this event, please do not hesitate to contact:

What is On Demand professional development?

On Demand professional development offers total flexibility. Teachers can access the materials, day or night, over a period of up to one year.

It's also completely free of charge for eligible teachers.

If you're interested in a deeper view of what's involved in this unique form of professional development, you may enjoy this video:

Please note:

Due to the way the AMSP is funded, this On-Demand Professional Development is only available to teachers in state-funded schools and colleges in England.

Skip to content

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A level Further Maths: Discrete, Decision and Modelling with Algorithms - AMSP

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Seneca Learn

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World's First Accelerated Learning Platform

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Seneca Learn

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World's First Accelerated Learning Platform

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Short summary of educational research on a series of topics

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Filtered research on mathematics education

Every two months we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.

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Each month we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind.

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Free on demand CPD from the AMSP

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This is a group of On Demand Professional Development (ODPD) pods designed to support teachers who will be offering the AS or full A level in Further Mathematics.

The course comprises a network of 'pods', designed to complement our other Further Maths professional development offers, enabling teachers to access professional development covering all of the compulsory content for their awarding organisation's specification.

In each pod, teachers will see:

short videos guiding them through the ideas of the topic

practice materials

triggers for reflection and suggestions for further study.

Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or the full pod.

What are the aims of this professional development?

To introduce teachers to a range of techniques which will enable them to work more confidently with topics in the compulsory content section of AS or A level Further Maths.

To provide opportunities to reflect on subject content, resources and teaching ideas and to discuss these with other teachers via the course forums.

Content

Timings are approximate and suggest the required time for a topic to be counted on a certificate of participation. Further resources are linked from each section and so participants may, if they wish, spend more time than this in consolidating and reflecting on the content. You do not need to complete all sections to request a certificate.

What will I need?

Internet connection with capability to watch video. You may find access to graphing software such as GeoGebra or Desmos is also useful.

Queries?

If you have any queries about this event, please do not hesitate to contact:

What is On Demand professional development?

On Demand professional development offers total flexibility. Teachers can access the materials, day or night, over a period of up to one year.

It's also completely free of charge for eligible teachers.

If you're interested in a deeper view of what's involved in this unique form of professional development, you may enjoy this video:

Please note:

Due to the way the AMSP is funded, this On-Demand Professional Development is only available to teachers in state-funded schools and colleges in England.

Skip to content

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AS and A level Further Maths: compulsory Pure top-ups - AMSP

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Seneca Learn

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World's First Accelerated Learning Platform

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Free on demand CPD from AMSP

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This On Demand Professional Development course is designed to support teachers with using GeoGebra across a wide range of contexts in the Mathematics classroom. The methods are particularly applicable in the GCSE Mathematics classroom, but are designed as a toolbox of methods which can be used to illuminate a much wider range of maths.

The course comprises four 'pods', each covering an element of GeoGebra's functionality. In each pod, teachers will see short videos or walkthroughs guiding them through the methods, using examples from GCSE Mathematics study, along with practice materials, triggers for reflection and suggestions for further study. Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or the full pod.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section, a pod or a full course.

What are the aims of this professional development?

To introduce teachers to some useful elements of GeoGebra.

To introduce transferrable skills in the use of GeoGebra in the context of GCSE Maths and to give teachers an opportunity to practise these skills.

To provide opportunities to reflect on methods, resources and teaching ideas and to discuss these with other teachers via the course forums.

Content

Timings are approximate and suggest the required time for a topic to be counted on a certificate of participation. Further resources are linked from each section and so participants may, if they wish, spend more time than this in consolidating and reflecting on the content. You do not need to complete all sections to request a certificate.

What will I need?

You'll need an internet connection with capability to watch video, and also to download the free GeoGebra software.

Queries?

If you have any queries about this event, please do not hesitate to contact:

What is On Demand professional development?

On Demand professional development offers total flexibility. Teachers can access the materials, day or night, over a period of up to one year.

It's also completely free of charge for eligible teachers.

If you're interested in a deeper view of what's involved in this unique form of professional development, you may enjoy this video:

Please note:

Due to the way the AMSP is funded, this On-Demand Professional Development is only available to teachers in state-funded schools and colleges in England.

Skip to content

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GeoGebra in the GCSE Mathematics classroom - AMSP

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Seneca Learn

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World's First Accelerated Learning Platform

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Share your videos with friends, family, and the world

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Several free CPD videos from GCSE through to FM

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These videos provide ideas for how overarching themes and technology can be incorporated into lessons for GCSE Mathematics, AS/A level Mathematics and AS/A level Further Mathematics.

Using the videos

Individual teachers

Our aim is that these sets of videos will give teachers a helpful resource for their individual professional development and also provide a focus for collaborative reflection and discussion with colleagues. We hope that viewing the videos may also give teachers ideas and inspiration to use in their classroom. For each video there are:

3 or 4 questions for reflection while viewing the video

related resources including some suggestion for lesson planning

In departments

It is recognised that effective Professional Development for teachers should include opportunities to work collaboratively with colleagues. Departments or groups of teachers in a school or college may wish to use some of these video resources as part of a departmental meeting or similar development time.

The documents below contain information and an outline plan for how you might use a selection of these resources in this context.

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These videos provide ideas for how overarching themes and technology can be incorporated into lessons for GCSE Mathematics, AS/A level Mathematics and AS/A level Further Mathematics. Our aim is that these sets of videos will give teachers a helpful resource for their individual professional development and also provide a focus for collaborative reflection and discussion with colleagues.

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Complete Maths

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Naveen Rizvi

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Conception of the good - Insights into our current education system

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Insights into our current education system

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Kris Boulton

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EEF report

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Dani Quinn