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Planning your study time

Before you begin studying, you can read advice on how to use the study units effectively. This includes suggested study approaches and ideas for further support and mentoring.

Suggested study approaches

You do not have to study all of the units unless you want to, as each is designed as a self-contained unit of work. Choose those that most interest you and that will give you the most help.

The units can be taught:

  • as a sequence over time (as part of regular departmental meetings, for example)
  • on a 'mix and match' basis if a longer study period is available (for example, on a professional development day).

Each unit includes approximate study times.

Simply reading through the units may not be enough. You are likely to gain much more from them if you try out and evaluate ideas in the classroom, and incorporate successful aspects into your teaching plans and share them with colleagues.

You can also think about and note any action points arising from your reflections. Aim to build up your learning file as you study. You can then refer back to it to gauge your progress. You can also have your learning file by your side when you are planning, trying and refining your teaching approaches.

Further support and mentoring

If you intend to work through the materials on your own, it is important that you try to get support or mentoring for your study. This could be from your head of department or an experienced mathematics teacher who can act as a subject mentor. If there are points that you are unsure about, it can help to have someone with whom to talk. It also helps if you study the units at about the same time as another colleague, so that you can discuss what you are learning as you go along.

In each unit, time is allowed for you to reflect on your stage of development, and to study sections of the Secondary mathematics learning objectives