Professional development
Principles, techniques and approaches to support your planning and teaching.
Professional development topics
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Mental mathematics: a pedagogic approach to mathematics
Find out about mental mathematics and how to incorporate it into lessons. This includes an activity to gain a deeper understanding of what is involved. This is part of Professional learning in Primary.
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Mental mathematics: a pedagogic approach to mathematics
Find out about mental mathematics and how to incorporate it into lessons. This includes an activity to gain a deeper understanding of what is involved. This is part of Professional learning in Primary.
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Teaching algebra
Mathematics teachers can use the ideas in this collection when planning to integrate key processes and problem solving into the teaching of algebra. By adopting an integrated approach, teachers enable pupils to experience mathematics as a coherent, worthwhile and engaging subject. This collection is part of the area of pedagogy in secondary mathematics, which also includes collections on number, geometry and statistics.
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Secondary mathematics algebra study units
These ten professional development study units can be used to reinforce, confirm and extend knowledge of teaching algebra in the curriculum for Key Stages 3 and 4.
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Planning your study time
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What you will need
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Teaching principles
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Why algebra?
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Unit 1: Using a grid method to multiply expressions
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Unit 2: Transforming expressions and equations
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Unit 3: Constructing expressions and equations
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Unit 4: Rearranging equations and formulae
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Unit 5: Collecting like terms
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Unit 6: Applying skills in the context of 'Pyramid' puzzles
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Unit 7: Using algebraic reasoning
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Unit 8: Generalising from patterns and sequences
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Unit 9: Linking sequences, functions, and graphs
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Unit 10: Classroom approaches to algebra
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2 minutes of counting a day, keeps the doctor away!
Darren investigated how to improve mental agility in his school after noticing that pupils often lacked basic counting skills, which impacted on calculation. This is a user-generated case study.
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2 minutes of counting a day, keeps the doctor away!
Darren investigated how to improve mental agility in his school after noticing that pupils often lacked basic counting skills, which impacted on calculation. This is a user-generated case study.
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Accelerating progress in Year 6 using Leading Teachers
Phillip wanted to embed practice by sharing and deepening knowledge of new practice to develop expertise. This is a user-generated case study.
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Accelerating progress in Year 6 using Leading Teachers
Phillip wanted to embed practice by sharing and deepening knowledge of new practice to develop expertise. This is a user-generated case study.
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Action Learning on AfL in Years 2 and 4 in Brighton and Hove schools
Susan describes the practical ideas teachers used for Assessing Pupils' Progress (APP) and ways to address Assessment for Learning (AfL) strategies in the classroom. This is a user-generated case study.
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Action Learning on AfL in Years 2 and 4 in Brighton and Hove schools
Susan describes the practical ideas teachers used for Assessing Pupils' Progress (APP) and ways to address Assessment for Learning (AfL) strategies in the classroom. This is a user-generated case study.
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Action Learning: Improving children's success with problem solving
This is a user-generated case study.
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Action Learning: Improving children's success with problem solving
This is a user-generated case study.
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Assessment and target setting in mathematics in Years 3 and 4
Lynn addressed the issue her local authority identified- that there was a dip in performance between Key Stage 1 and Key Stage 2 in mathematics. This is a user-generated case study.
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Assessment and target setting in mathematics in Years 3 and 4
Lynn addressed the issue her local authority identified- that there was a dip in performance between Key Stage 1 and Key Stage 2 in mathematics. This is a user-generated case study.
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Big improvements in maths GCSE attainment without specialists
Tim wanted to improve attainment in mathematics, despite the fact tha tmany groups were taught by long term supply staff. This is a user-generated case study.
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Big improvements in maths GCSE attainment without specialists
Tim wanted to improve attainment in mathematics, despite the fact tha tmany groups were taught by long term supply staff. This is a user-generated case study.
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Closing the gap in mathematics
Zoe wanted to increase the number of children making at least 2 sub-levels of progress in mathematics each year and make sure that teachers ere focusing their teaching. This is a user-generated case study.
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Closing the gap in mathematics
Zoe wanted to increase the number of children making at least 2 sub-levels of progress in mathematics each year and make sure that teachers ere focusing their teaching. This is a user-generated case study.
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Collaborative paired Assessment for Learning (AfL) driven swift school improvement
Vicky's school wanted to raise standards and improve teaching and learning with a relatively mature and experienced staff. This is a user-generated case study.
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Collaborative paired Assessment for Learning (AfL) driven swift school improvement
Vicky's school wanted to raise standards and improve teaching and learning with a relatively mature and experienced staff. This is a user-generated case study.
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