Thread by @taylorda01

In my @LaSalleEd #mathsconf27 session today, I talked about @AQAMaths and their Level 2 Further Maths qualification, amongst other things.

Here's a short version of what you might have missed:

Students who we deem as 'secondary ready' are probably able to achieve a grade 2 or 3 at GCSE. Higher attainers definitely capable of a grade 4 or 5.

@educationgovuk and @NCETM recently released their 'Mathematics Guidance: KS3' report. There are some important things in it.

It is of paramount importance that teaching, at all stages, takes account of prior learning and the depth of understanding already achieved.

Pitching teaching appropriately ensures that students are neither bored by repeating content which is already well understood, nor flummoxed by content which they cannot readily assimilate with their existing knowledge.

We need to avoid boring students through a lack of appropriate challenge. We need to create more Lisa Simpsons than Bart Simpsons (who I'm convinced is a clever kid who isn't challenged appropriately academically).

If we're concerned about getting to a point where we've 'run out of stuff' at the end of Year 10, or something, try an additional qualification.

@OCR_Maths offer a Level 3 Additional Mathematics qualification. I reckon that there are roughly 38 statements additional to the GCSE.

@AQAMaths Level 2 Further Maths is about 30 statements, additional to the GCSE.

I think that both can be covered in approximately 30 hours in terms of a 'guided learning time' if delivered alongside objectives from GCSE mathematics.

Doing it outside of lesson time? If you start midway through Year 10, you can fit in about 50 sessions at once per week. Before or after school, or at lunch times.

I did lunch times. Two 20-minute slots per week. One to teach, and give independent study assignments, and one as a drop-in for those struggling.

I used these resources, which you're free to download and use: bit.ly/DATL2FM

Want to cover it in lessons? Our SOL (taylorda01.blogspot.com/2020/10/) allows us to, and I went over what we put alongside GCSE mathematics objectives to give a coherence between the two (slides to follow later, if I remember!)

@modirimaths recently shared an example on how he approached the factor theorem. I hope (no pressure) he shares some more L2FM stuff soon.

Here for resources? Try AQA's All About Maths, @Corbettmaths, IDQs, @mrbartonmaths, @DrFrostMaths, @draustinmaths, Integral, mathssociety.org.uk, @Advanced_Maths, Don Steward resources, @UKMathsTrust problems

Any questions? Fire away.

I decided to not let myself forget about the slides: dropbox.com/scl/fi/8r88ai5…