09·Mathematics · KS3 to A Level

Fluent Mathematicians,
Confident Schools

Name: Fluent Mathematicians, Confident Schools
SKU: maths
Price: 4.99 GBP
Availability: InStock

Secondary maths department handbook — KS3 to A Level

One book for the whole department — the head of maths who has to build the curriculum and the teacher who has to teach the bottom set on Friday afternoon. Built on what the specifications actually say, read from the current documents.

Everything else this site has for Mathematics: Mathematics teaching resources

1Curriculum
2Fluency
3Reasoning
4Evidence
5Standard

Preview — first 14 pages

78 pages · 75 sections · 🔒 64 more pages unlock on purchase

One purchase covers the school that buys it. Print it, copy it, hand it round your department. Not for passing to other schools or uploading anywhere.

Mathematics is the subject everyone has an opinion about, and the one where a scheme of work is most often mistaken for a curriculum. A list of topics in an order is not a sequence — a sequence records what has to be secure before the next thing can be taught.

This booklet is written for the whole department at once. A head of maths can read it as a curriculum and quality-assurance document; a teacher can open it at the page they need on a Friday afternoon. The specifications were read from the current documents rather than from summaries, and where the boards differ the difference is stated rather than blended.

Written to: The current GCSE and A Level mathematics specifications, read in full
Intended for: department CPD, planning and curriculum review
Extent: 78 pages · 75 sections

—·Look inside

Real pages, straight from the PDF

Click any page to see it full size.

—·Contents

All 75 sections

Taken from the booklet’s own contents page, so the page numbers are the real ones.

THE CASE

01The Subject Everyone Has an Opinion Aboutp3

02Where Mathematics Departments Driftp4

THE THEORY

03How Mathematical Understanding Actually Buildsp5

04Fluency, Reasoning and the Space Betweenp6

THE PRACTICE

05Pillar 1 — Curriculum: Sequence Before Coveragep7

06Pillar 2 — Fluency: Automatic, Not Merely Correctp8

07Pillar 3 — Reasoning: The Part That Is Not Optionalp9

08Pillar 4 — Evidence: Knowing What They Cannot Dop10

09Pillar 5 — Standard: One Department, One Expectationp11

10What Should a Year 7 Actually Arrive Knowing?p12

11Three Years, Not a Run-Up to GCSEp13

TEACHING MATHEMATICS

12Modelling: The Part Students Cannot Seep14

13Questioning That Reveals Thinkingp15

14Practice That Is Worth the Timep16

47Lesson Structures That Are Not Formulasp49

48Mathematical Language and Vocabularyp50

61Six Topics, Three Waysp63

MISCONCEPTIONS

15Number and Place Valuep17

16Algebra, Ratio and Proportionp18

17Geometry, Statistics and Probabilityp19

62The Bank — Number, Indices and Surdsp64

63The Bank — Algebra, Geometry and Datap65

REPRESENTATIONS

18Models That Do Mathematical Workp20

REASONING

19Problem Solving Without the Mystiquep21

20Proof, Generalisation and Mathematical Argumentp22

59The Problem-Solving Workflowp61

ASSESSMENT

21Assessment That Changes Teachingp23

22Feedback That Students Can Act Onp24

THE FOUR BOARDS

23GCSE Mathematics, Comparedp25

24The Tier Decisionp26

64Using Board Knowledge Strategicallyp66

71GCSE Mathematics: The Difference Is the Mark Totalp73

72A Level Mathematics: Same Content, Three Different Shapesp74

EXAM PREPARATION

25Using Past Papers Intelligentlyp27

A LEVEL

26The GCSE to A Level Handoverp28

27Teaching the Three Strandsp29

EVERY STUDENT

28SEND, Dyscalculia and Working Memoryp30

29High Attainers: Depth, Not Accelerationp31

60Tiering, Grouping and Genuine Challengep62

CULTURE

30A Classroom Where Being Stuck Is Normalp32

31Routines, Equipment and the Calm Maths Roomp33

32Homework and Technology, Used Deliberatelyp34

33AI in a Mathematics Departmentp35

50Talking to Parents About Mathematicsp52

FOR LEADERS

34The Head of Mathematicsp36

35Data That Leads to a Decisionp37

36Quality Assurance Without Fearp38

37Developing Mathematics Teachersp39

38The First 90 Daysp40

49Department Meetings and CPDp51

65Recommended Reading and Where It Helpsp67

66Ofsted and the Mathematics Departmentp68

SCENARIOS

39Six Situations, and Where to Look Firstp41

40Three More, and the Leadership Question Underneathp42

THE TOOLKIT

41Templates 1–3 — Curriculum and Sequencep43

42Templates 4–7 — Assessment and Misconceptionsp44

43Templates 7–10 — Monitoring and Meetingsp45

44Templates 10–12 — Self-Evaluation and Improvementp46

45Templates 12–14 — For Teachers and New Staffp47

46The Teacher’s Page — Mathematicsp48

OUTSTANDING LESSONS

51What an Outstanding Lesson Actually Looks Likep53

52Lesson 1 — Ratio, Year 8p54

53Lesson 2 — Solving Equations, Year 7p55

54Lesson 3 — Trigonometry, Year 10p56

55Lesson 4 — Problem Solving, Year 9p57

CURRICULUM

56A Scheme of Work That Records Dependenciesp58

57Years 8 to 11, in Outlinep59

58A Five-Lesson Sequence: Algebraic Manipulationp60

THE MATHEMATICIANS

67Eight Mathematicians, and What Each One Gives a Lessonp69

68Four Thousand Years, and Where It Sits in Your Curriculump70

DRAWING THE HARD IDEAS

69Three Misconceptions, Drawn Twicep71

70One Problem, Three Methods, One Discussionp72

THE EVIDENCE

73Eight Recommendations, and the One Departments Get Wrongp75

CLOSING

74One Department, One Standardp76

75References and Evidence Basep77

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