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Before your teenagers start going back to school , I wanted to tell you a story about a boy I know. Jacob was starting sixth form at a different college last September. His secondary school didn’t have a sixth form so he chose to go to an outstanding college in the next town. He chose A levels in Maths, Business and Computing science. Within a couple of lessons he knew Computing wasn’t for him and he swapped to Physics because he’s enjoyed GCSE Physics. A few weeks in and he was struggling with Maths and Physics. Physics A level is not like GCSE and he wasn’t enjoying it. He also discovered that he had gaps in his knowledge for GCSE Maths and that was making the transition to A level more difficult. When he came to see me his confidence was at a low point and he wanted to give up and just get a job. We spent several sessions getting to the bottom of the problem. Firstly, like many students, picking that third A level was tricky but we discovered that Economics appealed to him and his logical brain. It would also complement business studies. His current college did not offer Economics. When we looked at his Maths, he told me he only had 2 terms of Higher Maths teaching as they had run out of time. Therefore he was missing about a third of the content for GCSE maths. These gaps in his knowledge made it difficult to then learn the A level content. He began to realise that he wasn’t thick or stupid and that what he needed was to think about his third A level choice and also find a way to fill in the gaps in his GCSE Maths knowledge. Once he discussed our finding with his parents it was decided that he would start year 12 again in September at a different 6th form, who offered Economics. He is currently refreshing his GCSE Maths knowledge over the summer and year 12 A level maths so he can start the year again and feel confident and ready to enjoy his learning again. I think Jacob showed great maturity to start year 12 again with the best A levels for him. If year 12 doesn’t get off to a smooth start then remember there is no shame is changing your subjects or even starting again. #successfulsixthformer #sixthform #highereducation #choices #learning #education

🌟 There is a school in the UK that sends 1 out of 3 students to Oxford or Cambridge. You think it is Eton or another school for rich kids of famous people? Nah. It is a state school. 🌟 King’s Maths School is a state (public) sixth form college in London, which topped this year’s A-level rankings: 69 per cent of A-levels taken by its students were A*, and 92 per cent were A or A*. The school was founded in 2014 by King’s College London, and caters for the mathematically gifted. Each year has about 70 students. 🌟 Recipe for success? That's surely a part of it: The school is highly selective - only 1 out of 10 students get in - although parents of 1 in 4 parents have no history of higher education. The school uses PhDs at King’s College as mentors for the students. It also provides professional development for maths and physics teachers in other schools. Cc: Marcin Szala Przemek Stolarski Jerzy M. Barbara Halska https://lnkd.in/dcXtrv4x

It’s #NationalNumeracyDay 🎉✖️ ➕➖ ➗🎉    We’re celebrating the role our programmes play in improving confidence when it comes to maths. Numeracy is a big part of what we do to ensure young Londoners are empowered with skills to help them thrive in future employment.     Through Numbers @ Work, our new two-year year innovative pilot, we are supporting businesses to connect with young people at risk of exclusion to improve numeracy and maths confidence. Work-based sessions have been taking place in a range of workplaces, working with students in Years 9-11 (age 13-16) in PRUs, SEN Schools, plus those at risk of exclusion from mainstream schools. Our goal is to assess whether supported interactions with businesses and volunteers can improve students’ attitudes towards maths.    Through positive role models, workshops, and industry insights, these opportunities build the skills and networks that springboard our young Londoners to explore careers they thought were unattainable, propelled by a sense of belonging and ambition that helps them thrive.     Find out more about Numbers @ Work   https://bit.ly/3QY8PL3     Our Count on Us Secondary Maths Challenge is heading towards the final of the competition, which will be taking place at City Hall in June. Count on Us is an exciting pan-London programme for secondary schools, which engages students in Years 7 to 9 with maths games designed to challenge and inspire. The programme is part of what we do to ensure young Londoners are provided with confidence in skills such as numeracy, providing them with a springboard to access future opportunities. In 2022/23, over 7,500 students that took part in the Count on Us Secondary Challenge, with 80% of teachers stating that the programme has positively impacted students’ attitudes towards maths. The programme is supported by the Jack Petchey Foundation and delivered in partnership with Chris Olley from the Maths Zone.     Read more about Count on Us and the challenge’s heats  https://bit.ly/3KdnDBN  

Today, a Tes article discusses how a new maths qualifications could work for learners continuing with maths to 18 as part of the government's suggested British Baccalaureate, proposed by The Times Education Commission. Rather than a traditional A-level, this alternative qualification could look "more like a driving test", with a "100 per cent pass rate possible". Our Chief Education Officer, Tom Thacker, covered this topic in FE News back in June. Tom agrees that the policy is an idea worth exploring and could help in building a "broader curriculum from 16 to 19". His suggestions included: 👉 Rethinking the style of assessments, so that they take the shape of a "pass or fail" model, similar to a "driving theory test". 👉 Rethinking the focus of the assessment; courses could be more relevant to jobs or interests instead of being purely "theoretical". 👉 Rethinking the delivery model, using technology to support teachers and help scalability. Read Tom's full article here: https://lnkd.in/e6YZ6iAu Link to the TES article in the comments 👇

It is very urgent that we adapt our education system to better prepare the new generations, the ones that will assure the Progress of Human kind in the next challenging times ahead, full of environmental issues, social inequalities and other difficult matters to solve

📊 This Maths Week London (24-28 June), we're excited to visit a local primary school to demonstrate how maths is integral to everyday life! Our session, titled ‘Maths in Finance,’ will kick off by introducing the concepts of finance and money to the students. We’ll start with some simple, practical calculations. 🔸 Activity 1: Calculating Change In a mock shop setting, students will practice giving and receiving change, using basic addition and subtraction. This will help them grasp everyday transactions and sharpen their mental maths skills. 🔸 Activity 2: Discounts and Budgeting Next, we’ll explore percentages by calculating discounts. Students will determine the discount on a toy they wish to buy, illustrating how maths aids in making smart purchasing decisions. 🔸 Activity 3: The Power of Maths in Shopping We'll wrap up by showcasing maths in various shopping scenarios: - Comparing product prices - Calculating total costs - Evaluating deals By using real-life examples, we aim to make maths relevant and engaging, showing students that it's not just a school subject but a valuable life skill. Our goal is to simplify complex concepts and make maths accessible to everyone, starting with these young minds. Happy Maths Week London! 🎉 https://lnkd.in/e7r7WP62 #mathsweek #mathsweeklondon #maths #education #STEMeducation #calculations

As a person, I remember how I felt in my GCSE Maths exams. I was terrified. I really struggled with Maths at school and my fear was crippling. I remember exactly where I was sat in the exam hall, how sweaty my palms were, how there were bits from rubbing out all my mistakes all over my desk - it is a really visceral memory. As an educator, I take great care not to tell students "I can't do Maths" or "I didn't like Maths at school". What I do is share my fallibility with them - "I know, it is tricky, but you can do it, and it will really help you with X, Y, Z when you leave". Numerical fluency matters. How our students percieve Maths matters. How we react to and talk about Maths matters to the impressionable student ears that are listening (even when we think they aren't!). As a headteacher, I am often reminded of the pivotal role that Maths plays in shaping the future of our students. Mathematics is more than just a subject; it is a vital skill that equips young minds with the ability to think critically, solve problems, and make informed decisions. I didn't believe this when I was at school - I do now! The significance of Maths cannot be overstated. It serves as a foundation for a wide array of careers, from engineering and technology to finance and beyond. Moreover, the analytical and logical reasoning skills developed through studying maths are invaluable in everyday life, empowering students to navigate the complexities of the modern world with confidence. In our rapidly evolving society, where data and technology drive innovation, a strong grasp of mathematical principles is crucial. It opens doors to higher education opportunities, enhances employability, and fosters a mindset geared towards continuous learning and adaptation. To our students who embark on another Maths GCSE paper today, I want to emphasise that your efforts in mastering Maths are investments in your future. The challenges you face and overcome in this subject will not only contribute to your academic success but also build resilience and determination that will serve you well in all aspects of life. Let us continue to support and inspire our young learners as they embark on this important journey. Together, we can ensure that they are well-prepared to meet the demands of the future with confidence and competence.

This summer, schools and colleges will be able to use a transformational new maths test, personalised around their students. It will allow teachers to quickly pinpoint if and where their students are struggling with fundamental mathematical concepts. It is these concepts which form the building blocks of maths, and which can therefore prevent students from making progress if they are not understood.   AQA is fully funding this innovative new test, which will be available to all schools and colleges in England – whether or not they are AQA customers. It’s aimed at students in the first few years of secondary school or those preparing to study towards a maths GCSE resit. Offering rapid results, the test will tell teachers straight away what students need to focus on to support their learning. #Maths

Three habits of high-achieving maths students: 1. They focus on methods not answers. They know their working out IS the answer, not just something that supports it. 2. They love getting stuck. They don’t want to get 10/10 all the time. They realise difficult problems are the way to improve. They can carry tricky problems around with them until they find an answer. 3. They show up every day. Whether they’re tackling new problems or continuing to think over old ones, they don’t need to find time to do maths. It’s a habit they come back to naturally. What have I missed?

My latest NCETM Director's blog post attempts to set out where we are currently in maths education in England, what we are trying to achieve, and how we might get there. https://lnkd.in/egdMFBfP Being able to apply maths and understand data in context in life and work are increasingly important for everyone, so it's vital that all can access a maths education that empowers them to do this.