3.
Ensure that you show the links between topics and skills, doing away with a linear approach. This may have the added bonus of enhancing collaborative working from your disparate group of learners with their varying levels of experience and understanding of different topics.
4. Ensure that you have a deep and structured knowledge of the maths curriculum.
5. Develop and use resources that reflect the links between topics and contain implicit as well as explicit differentiation.
6. 7.
Encourage discussion. Provide frequent, rapid and relevant feedback.
8. Make use of open questioning techniques. 9.
Seek out a high quality text book, for reinforcement and practice. Limit use in the classroom, but instead use as a valuable tool for reinforcement and practice.
10. Meet with other maths teachers on a regular basis to discuss challenges, approaches and resources and to improve personal maths skills GCSE curriculum changes
Additional reading
The ‘Making the Grade D to C’ project has been informed by a number of pieces of key reading materials: 1.
Feb 15; Wolf Recommendations Progress Report follows on from the Wolf Report
2. March 15; Website with an overview of the situation from a Leadership and Governance perspective
www.gcseleadership.com
3. Growth Mindset
www.mindsetonline.com
4. Adult Literacy and Numeracy: Government Response to the House of Commons BIS Select Committee December 2014
5. 6.
FE Week Magazine OFSTED Good Practice guides for FE
7. GCSE Mathematics & GCSE English Subject Content and Assessment Objectives via
www.gov.uk
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