Wednesday, 20 October 2010

Routine features of good maths lessons

I have tried to make a usable summary of things to strive for everyday in lessons, routinely doing these will mean students are getting an excellent deal and people assessing lessons should be happy. There are then some further details about each of the items within the same document. It can be found by clicking here. I have kept it non-maths related so that anyone can use it. Thanks to people that I borrowed things off in this, definitely Nicola Renshaw and also some government document about good and satisfactory maths lessons.

Wednesday, 24 March 2010

ResultsPlusProgress mapped to Edexcel specification

If you use the Edexcel ResultsPlusProgress tests and the modular maths spec you may have wondered how the tests match up with the units or vice versa. I have made two spreadsheets which will show you how these match up - one for higher and one for foundation. They have auto filters set up so that you can click on a unit and see which ResultsPlusProgress tests link to that unit or you can click on a ResultsPlusProgress test and see which units it matches up with. They are to be found here.

Saturday, 21 November 2009

Subject Leaders' Day November 2009 MPA skills and PLTS

Here is the PowerPoint presentation I delivered at the Subject Leaders' Day in Urchfont on November 23rd 2009. It relates to the connection between MPA skills and PLTS. Follow the link to the PowerPoint at

Matching MPA skills to PLTS

I have spent a little time trying to match up commonalities between PLTS headings and MPA skills. I still find the MPA headings a little vague so have used the nRich site to help. They have a great mapping document which shows how all of their rich tasks tie in with MPA processes and with maths content. In their processes map they expand a little on the MPA phrases, see my other post for the link to the MPA map that I have now updated to include their expanded phrases. I have now made a document in Word which takes the six PLTS headings, breaks them down by using the information from the DfES site (how maths can help deliver the PLTS) and then allocates each of the expanded MPA skills to one of these areas. I hope that you will see that the PLTS and MPA skills are largely aiming at the same development in student ability and that by helping students improve in these areas that they will be better learners as well as better mathematicians. The Word document is in the usual place: