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Workshops (More to follow)

Workshop DetailsWorkshop Leader BiogAudience

Learn How we Learn Whilst Learning How to Juggle

Delegates will learn how to juggle (or improve their juggling) and whilst doing so learn, and appreciate, some of the current research incorporated into books such as "Make it Stick", "The Talent Code", "Bounce", "Outliers" and Dweck's "Mindset". This workshop will mirror the sessions I have done at my school to every maths class I have taught for the past two years and every Year 12 maths class in the school (8 classes each year) also for the past two years.

Charlie Dawson (@dawsonmaths)

I have been teaching mathematics for over 20 years and I'm in my 15th year as Head of Mathematics. I'm a secondary mathematics SLE and have been giving courses on "Using Excel to enhance the teaching of Mathematics" to maths PGCE students for nearly 20 years, and helping to train non-specialist maths teachers for the past two years. I have run a weekly juggling and circus skills club for over 15 years (October to April). I have over 1000 screencasts of solutions to OCR exam questions on YouTube.

KS3, KS4, KS5

Drill and Thrill

The phrase ‘drill and kill’ is a well-worn one that makes teachers shudder. It conjures up images of a dull, grey classroom where pupils work in soulless silence on questions that are boring and repetitive, and never really get to grips with proper maths.

There might be another way: can we develop drills that challenge and stretch, build understanding and fluency and increase pupils’ confidence? And can the ultimate Holy Grail be reached: the sound of 30 (historically) low-achieving pupils whispering “YUSSSSSSSSS” when you say it’s time to do a drill?

This workshop will explore how high-impact, low-effort drills can be designed to address the difficult mathematical decisions that hold back our weakest pupils, improve pupils’ accuracy, and increase energy in the classroom. There will be a discussion (and defence) of focusing on speed as a metric worthy of celebration, as well as advice on implementation to ensure pupils are bought in and teachers aren’t burnt out. There will be lots of examples of different drills and opportunities to see how the joy factor can be brought into the most unlikely places.

This workshop will include some modelling of how drills can be rolled out to be quick, fun and effective….so make sure you’ve tucked your shirt in, brought your pencil case and are ready to compete!

Dani Quinn (@danicquinn)

Dani is Head of Maths at Michaela Community School (currently a Y7-9 school, growing each year). This is her 7th year of teaching.

KS2, KS3, KS4

The Role of Variation in Developing Understanding

Mastery and Variation are words now often heard. Multiple meanings from many sources can be confusing and hard to interpret and understand. We will get straight to the point and alleviate the mystery around the craft of variation in Mathematics teaching and learning, enabling you to embed its basic principles into your practice.

Lisa Pollard (@BooleanMathsHub)

Lisa Pollard leads the Boolean Maths Hub. She is also the Senior Leader: Mathematics for the Cabot Learning Federation (CLF). Her value base revolves around the belief that everyone and anyone can be a mathematician. Lisa has worked with and supported schools and academies across the South West in Mathematics with a variety of themes including: embedding problem solving, mathematical reasoning, raising attainment at GCSE and Post 16 and systems change. Lisa leads the highly effective CPD for the Maths team across the academies in CLF, is a PD Lead and was selected to visit Shanghai as an SLE in January 2014.

KS3, KS4

Using Homework to Create a Culture of Learning

I will explore the way I use homework. Rather than the typical teacher set, teacher mark, I show the pupils a range of websites (Hegarty, Corbett, my own etc.) and from that point on it is a completely independent activity. They are responsible for the work they choose to complete (although I sometimes guide through individual conversations).

There are a range of techniques I have used to change this from a simple homework concept to one which genuinely changes the climate in the classroom. Including: -Celebrate pupils doing it well "louder" than pupils failing to take part seriously(although I will also discuss how I tackle this).

  • -Allow and encourage pupils to link this to assessments. When is their next assessment? What topics will be on it?
  • -Don't leave it until the due date to talk about hw. Create an open dialogue throughout the week. What have you been working on this week? Have you mastered x yet?
  • -Encourage reflection following assessments, discuss with them how an assessment should impact there choices for homework.

Darren Carter (@MrCarterMaths)

I am a Mathematics graduate with experience of teaching from KS3 up to KS5. I run the website which I have created independently and is used by Mathematics teachers across the country.

I have taught previously in a challenging inner city school, but now teach in a more suburban school with a much more able intake. I feel this contrast has given me the experience to understand the very different challenges teachers face.

KS3, KS4, KS5

Assessment Without Levels (How we Introduced ARE into our Secondary Phase at KS3)

We have moved away from levels and wanted greater joined up thinking across our multi-academy trust, especially in the transition between primary and secondary. As we had implemented age-related expectations into KS2 and were beginning KS4 in Year 9, we wanted to use our collaborative expertise to improve our KS3 and reduce the 'lost years' during which we found that the attainment gap was widening. This workshop will take you in our footsteps on our journey to creating ARE at KS3.

Lisa Pollard (@booleanmathshub) and Mansukh Mann (@mansukhmann87)

Lisa Pollard became the Senior Leader of Mathematics for the Cabot Learning Federation (CLF) after successfully leading a Mathematics and Computing faculty for four years. Lisa’s value base revolves around the belief that everyone and anyone can be a mathematician. Lisa has worked with and supported schools and academies across the South West in Mathematics with a variety of themes including: embedding problem solving, mathematical reasoning, raising attainment at GCSE and Post 16 and systems change. Lisa leads the highly effective CPD for the Maths team across the academies in CLF and was selected to visit Shanghai as an SLE in January 2014.

Mansukh is in her fourth year of teaching at Bristol Metropolitan Academy. In this short period, she has experience as both the academy G&T and numeracy coordinator and as the KS3 maths lead. Mansukh is part of the CLF ‘Accelerated Leaders’ cohort and as such is part of Bristol Metropolitan Academy’s SLT as an Associate Assistant Principal and SENCO.


Factual Fluency

Maths is about much more than knowing facts, but fluency in basic facts is essential to accessing more complex mathematics. We will look at research identifying the strategies that high attaining children use in becoming fluent in these facts, and effective teaching approaches to make sure that all children have these fundamental building blocks in place.

Clare Christie (@Ms_Mathsteacher)

Clare has worked with schools across Bristol over the last five years to support them in raising attainment in and enjoyment of maths in a multitude of ways including one-to-one mentoring of subject leads, leading INSET, co-planning with teachers and leading courses. Clare’s work focuses on developing pedagogical subject knowledge in school, and it is her belief that it is only by talking about the maths itself, that outcomes will really improve. Clare is also a member of the Outer Circle of ACME (the Advisory Committee on Maths Education – an independent committee that utilises its expertise to influence mathematics education policy).

KS1, KS2, KS3

The Final Countdown

Not heading for Venus... but hopefully heading for achievement.

How can we help our GCSE students prepare for their exams?

Whether it's the first run through of 9-1 or a resit in FE, our students need all the help and guidance we can give them.

This workshop will provide delegates with a toolkit ready to support their students through those final weeks.

Emma Bell (@El_Timbre)

Emma has been teaching maths for a LONG time. She originally trained to be a lawyer, but the lure of the beauty of mathematics proved too strong! Maths was always her first love, and she is over the moon to be able to teach mathematics all day, every day.

Emma works in a Sixth Form College in Northern Lincolnshire. Previously, she worked in an Inner London Secondary, and was Head of Maths at an 11-16 school in Grimsby.

Emma specialises in motivation; in ensuring that students have belief and confidence in their abilities. She infects her fellow teachers with that confidence, and shows her students that it's good to be a geek!

Emma wants to spread the "Maths Love", and help everyone that she can - teachers and students alike.

KS4, KS5

Guide to the A-level Reforms

There is an overwhelming amount of information available about the new Maths A-level syllabus. Everyone is talking about the “overarching themes”, the “change in focus” and the “emphasis on problem solving”. But what does that actually mean? In this session, we want to talk about practicalities:

  • How should I choose an exam board?
  • How can we teach for the new A level?
  • What will the new exams actually look like?

By comparing old and new style exam questions, the courses offered by each exam board, and thinking about how to deal with the entirely new content, like large data sets, we can start to get a good idea of the feel of the new course, and what day to day lessons will look like.

James Valori and Katie Arundel (@BrixLearning)

After graduating in Maths, James spent six years as a private tutor. He saw first hand the huge impact that this could have on the student being taught. Last year he founded Brix Learning on a belief that every Maths student should be able to experience the benefits of high quality personal tuition, not just those wealthy enough to afford it.

Katie has always had a passion for education and mathematics, tutoring and working with educational charities at university. Since joining Brix she has been able to unite the two interests: researching and using pedagogy ensure that Brix supports students in the best possible way. She has spent the last few months following the A level reforms, to make sure that Brix can support teachers and students through them.

KS5, FE, Higher

From Abacus to Zero

A look at the origins of the technical terms and symbols used in mathematics, and the (sometimes bizarre) stories behind them.

Ed Southall (@solvemymaths)

Ed has taught in education for 12 years in a variety of roles, including most recently an education consultant in the Middle East, Head of mathematics and Mathematics teacher trainer.

Ed is also the author of the book "Yes, But Why? Teaching for Understanding in Mathematics".

KS3, KS4

Most of the Things you Think are Processes Probably Aren't

Expanding brackets, index laws, simultaneous equations, rearranging formulae, division - most maths teachers would naturally recognise these as mathematical processes. What if they're not? Would it make any difference? Absolutely yes. This workshop uses Engelmann's Theory of Instruction to look at how we might re-conceptualise our view of what a mathematical process is, and how doing so can lead to dramatic improvements in how easily pupils learn basic processes, and how far they can take them.

Kris Boulton (@kris_boulton)

Kris Boulton used to work as Deputy Head of Maths at King Solomon Academy, whose results topped the league tables while serving London's most economically deprived ward. He now works for Teach First, recruiting and developing teacher educators for their new PGDE programme.

KS2, KS3, KS4, KS5






Don't forget...Demothe maths cakes!
    • Location

      City Academy Bristol
      Russell Town Avenue
      BS5 9JH

      Saturday 11th March
      8:30am - 4:30pm

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Future MathsConf Events
    • Date and Location

      MathsConf9, Bristol, 11th March 2017
      MathsConf10, London, 24th June 2017
      MathsConf11, Cardiff, 8th July 2017
      MathsConf12, Edinburgh, 19th August 2017
      MathsConf13, Sheffield, 30th September 2017
      MathsConf14, Kettering, 10th March 2018
      MathsConf15, Manchester, 23rd June 2018
      MathsConf16, Birmingham, 6th October 2018