Training Events (35)

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Additional SEND Needs - Opening Up Your Maths Curriculum
Additional SEND Needs - Opening Up Your Maths Curriculum (Code: C1344)

This session will focus on common barriers for learners with; autism (triad of impairments, psychological processes, barriers in Maths, inclusive classrooms), speech & language needs (unlocking the language of maths, reading comprehension to answer maths questions) dyscalculia and dyspraxia (features of SPLD, for and against diagnosis, law Specific Learning Difficulties, strategies for the classroom) and behaviour (general behaviour and classroom management, strategies for improving engagement & expectations, ADHD main characteristics, how maths teachers can help).

Algebra in maths
Algebra in maths (Code: C1226)

Many learners struggle with the concepts of algebra within the workplace or in daily life. Chief Examiner reports identify simplifying an algebraic expression, writing an equation and using algebra for solving problems all presenting difficulties.

This interactive course will provide examples of activities that can be used with learners to develop their understanding of algebra, an area which is challenging to many. It will focus on algebraic expressions and linear equations and will look at how to encourage learners to rethink problems and secure their learning through tackling problems.

Application of ratio and direct proportion
Application of ratio and direct proportion (Code: C1215)

The application of ratio and proportion is foundational to learner understanding across multiple mathematics areas. In everyday life and the workplace, ratio and proportion are used extensively. Learners often find proportional reasoning problems difficult because they do not fully understand the concepts.

This interactive course will explore different ways ratio and proportion problems, relating to real-life and the workplace, can be solved as well as supporting problem solving development and reasoning skills for Functional Skills and GCSE.

Centres for Excellence in Maths Forum meetings
Centres for Excellence in Maths Forum meetings (Code: C0510)

The forum events bring together the Centre Leads from each Centre to discuss the programme, hear Centre updates, share knowledge and understand the upcoming activities and plans in the Centres for Excellence in Maths project.

Centres for Excellence in Maths Teachers' meetings
Centres for Excellence in Maths Teachers' meetings (Code: C0509)
As part of the Centres for Excellence in Maths programme, the teachers' meetings aim to help Centres and their networks to share best practice, learn from each other and from national activity. This will be important to ensuring the programme reaches and benefits the entire post-16 Further Education and Training sector.
CfEM: Maths Teacher Development Groups
CfEM: Maths Teacher Development Groups (Code: C1320)

The Maths Teacher Development Groups (MTDGs) are a new form of collaborative professional development from the Centres for Excellence in Mathematics (CfEM) project. Click on the links below for more information about the different groups available this year.

Motivating Learners: communicating that success is possible (4 sessions) 

Developing responsive teaching to meet learner needs (4 sessions) 

Using technology to develop mathematical understanding (4 sessions) 

Using context to develop mathematical understanding (4 sessions)


CfEM: Using Desmos
CfEM: Using Desmos (Code: C1358)

You will firstly experience some powerful applications of Desmos from the perspective of a student, and we then quickly move to teacher mode where we will look at the ways in which you can use Desmos with your students. You will then progress to authoring your own Desmos activities. In summary you will:

• Experience Desmos as a teacher

• Learn how to use Desmos as a teaching tool

• Learn how to write Desmos activities to meet the needs of your students

CfEM: Using Desmos: 1st February
CfEM: Using Desmos: 1st February (Code: C1372)

You will firstly experience some powerful applications of Desmos from the perspective of a student, and we then quickly move to teacher mode where we will look at the ways in which you can use Desmos with your students. You will then progress to authoring your own Desmos activities. In summary you will:

• Experience Desmos as a teacher

• Learn how to use Desmos as a teaching tool

• Learn how to write Desmos activities to meet the needs of your students

Functional number
Functional number (Code: C1230)

There is evidence from Chief Examiner reports which identifies the key topic areas of number work and the four main operations as ones most likely to present the most difficulty for functional maths learners.

This interactive course explores a range of methods and approaches that support skills development and deep learning of the four main operations: addition, subtraction, multiplication and division. It introduces a range of alternative mathematical methods, tackles misconceptions and uses technology effectively.

Getting things in proportion in GCSE maths
Getting things in proportion in GCSE maths (Code: C1253)

Proportional reasoning is the foundation for a number of GCSE topics, which explore more abstract mathematical constructs, such as direct and inverse proportion and their graphical and algebraic representations, similar triangles, and growth and decay problems.

This interactive course will explore different approaches to teaching mathematical techniques based on proportional reasoning and will support problem-solving development and reasoning skills.

Impact of language in maths
Impact of language in maths (Code: C1256)

Context has long been a problem for learners, along with unpacking worded questions. It is important that we consider and reflect on how we question and word maths problems so learners can access them and demonstrate the knowledge they already possess.

This interactive course will provide a deeper look into how we approach questioning learners and how to develop learners' ability to transfer knowledge across contexts. It will also consider what makes for effective discussion and ways to address maths specific vocabulary.

Integrating maths into vocational courses
Integrating maths into vocational courses (Code: C1254)

Presenting maths in a contextualised or embedded way increases motivation and improves learning.

This interactive course will support technical and vocational tutors, trainers, and assessors to identify naturally occurring opportunities to develop learners' maths skills needed to successfully complete their study programme, apprenticeship, or vocational or technical course. A range of resources and best practice approaches will be discussed.

Key factors in individual maths lesson planning
Key factors in individual maths lesson planning (Code: C1251)

The planning of individual lessons, and how they interlink with others, are crucial in order to maximise the time spent with learners and get the most out of the resources available.

This interactive course will support all practitioners delivering substantial maths content in how approaches to planning can support deeper learning and develop learner engagement. It will include how the use of resources can be maximised and enable participants to gain a greater awareness of how they put together a lesson plan impacts on the learning that does or does not take place.


Manipulating and using numbers
Manipulating and using numbers (Code: C1237)

There is evidence from Chief Examiner reports that identifies manipulating and using numbers as likely to present the difficulty for a learner trying to achieve a Grade 4 and beyond on the Foundation Tier.

This course explores a range of methods and modelling that support skills development and deep learning of fractions, decimals, percentages, negative numbers, indices, and standard form. It introduces a range of rich collaborative tasks, tackles misconceptions and uses technology effectively.

Maths Functional Skills teaching (Level 5 module)
Maths Functional Skills teaching (Level 5 module) (Code: C1305)

This course is aimed at both new teachers of Functional Skills maths and those already teaching but possibly recently transferred from other areas, including vocational teachers and assessors. It is particularly suitable for those who do not currently hold a specific teaching qualification in maths. It is designed to meet the needs of all parts of the Further Education and Training sector, including independent training providers, colleges, offender learning and adult and community education.

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