MEI Newsletter
Mathematics in Education and Industry
From the Chief Executive
► A level Curriculum development
► MEI’s Annual Review and Accounts
► Additions to MEI’s academic staff
D e c em b e r 2 0 1 4
A level Curriculum develo pment
We now know that,
following calls from
ALCAB and Ofqual,
the DfE has agreed to
delay first teaching of
the new A levels in
Mathematics and
Further Mathematics
until September 2017.
MEI strongly supports
this delay. The new
mathematics A levels
are designed to build
from the new
mathematics GCSE,
which is first being
examined in summer
2017.
If the new A levels had
started in September
2016, A level Maths
and Further Maths
numbers would have
been put at serious risk
because the first
students starting the
new A levels would
have taken a
Mathematics GCSE
that did not provide
them with the right
preparation. The delay
can enable a smooth
transition from the new
mathematics GCSE to
the new mathematics
A levels.
Despite this delay,
MEI’s work to develop
new AS/A levels in
Mathematics and
Further Mathematics is
continuing apace, so
we can make full use
of the time available to
produce the best A
levels we can. We are
keen to hear teachers’
views on our A level
curriculum
development work as it
progresses. Please
see Stella Dudzic’s
article on page 2 for
details of how you
could contribute.
The delay also allows
more time for MEI to
ensure the new
mathematics A levels
are properly supported
through
teaching materials
(both textbooks and
online resources) and
teacher professional
development courses.
We’ll keep you
informed of our
progress through
future newsletters.
Inside this issue:
MEI’s A level
development work
2
Head of Mathematics
CPD
2
M E I ’ s An n u a l
Review and
Accounts
Free courses for
London mathematics
teachers
3
MEI has published,
for the first time, an
Annual Review and
Accounts document.
This sets out our
highlights from 201314 and reflects on the
unprecedented levels
of change in
mathematics
education during the
year. We hope you
will enjoy reading it
and welcome your
comments.
Maths Works!
3
Contextualised
resources toolkit
3
Teaching Advanced
Maths
4
Core Maths
5-6
Teacher Industrial
Partners Scheme
6
FMSP Update
7
Additions to MEI’s academic staff
Welcome to Kate
Richards, Mohammed
Basharat and Nick
Thorpe (above, left to
right) who joined
MEI’s academic staff
from the start of this
academic year and
are already making a
positive impact. Read
on to find out more
about them and how
their work is
contributing to MEI.
Charlie Stripp
Chief Executive
Email Charlie
Page 2
MEI Newsletter
MEI’s A level development work
MEI is working on
new A levels in
Mathematics and
Further Mathematics,
for first teaching from
September 2017.
In line with national
requirements, these
will be linear A levels.
Following national
consultations, 100%
of the content of
Mathematics A level
and 50% of the
content for Further
Mathematics A level
will be the same for all
awarding bodies. A
level Mathematics will
include both
mechanics and
statistics.
In addition to working
on A level
specifications and
sample assessment
materials, we have
also started work on
new text books and
online resources to
support the new A
levels.
As we develop the
new MEI A levels we
want to be able to ask
teachers’ opinions
about what we are
doing. We would like
to establish a group of
teachers who are
willing to fill in a quick
survey from time to
time, covering issues
as diverse as the
length of question
papers; the style of
questions; the options
available in Further
Maths; the use of
technology;
professional
development needs;
textbooks, online and
other resources.
If you are willing to
help in this way,
please complete a
quick survey; this
asks you how you
would wish to be
contacted, and a few
details about you and
where you teach. You
don’t have to teach
the MEI A level to join
in; everybody’s view
is valuable to us.
Email Stella
Email Keith
Head of M athematics course
‘I really enjoyed
meeting other people
at the same stage in
their career and
sharing their
experiences and
ideas’
participants on the
first cohorts of the
Head of Mathematics
course. We are now
pleased to announce
that a new cohort will
begin in April 2015.
‘The course gave me
time to step back and
think about which
direction I want to
lead my department’
‘Head of
Mathematics:
Inspiring teaching,
leading improvement
and meeting students’
needs’ is a sustained
professional
development course
designed for new and
aspiring heads of
mathematics in
schools and colleges.
‘Fresh perspective
made me think about
aspects of the job I
didn't even know
existed!’
‘Very inspiring, [the
course leaders’]
knowledge and
experience was
apparent’
These are just a few
of the comments we
have received from
The course consists
of three study days
which will be spread
through 2015 (April,
July and October).
Stella Dudzic
Programme Leader
(Curriculum and
Resources)
and
Keith Proffitt
Curriculum
Developer
Feedback shows that
participants have
valued the emphasis
on leading the teaching
and learning of
mathematics. They
have also appreciated
having the opportunity
to work with others at a
similar career stage
and to consider in
depth various aspects
of the crucial role of
Head of Mathematics.
Registration is now
open for the new
cohort and further
details and an online
registration form can
be found on the Head
of Mathematics page
of our website. If you
have any questions
please contact the
course presenters.
Simon Clay
Carol Knights
Course Presenters
Email Simon
Email Carol
Page 3
D e c em be r 2 01 4
Free courses for mathematics teachers
working in London schools and colleges
Do you know about the
free professional
development courses
offered by MEI and
funded by the London
Schools Excellence
Fund? MEI is offering
several courses
starting soon.
Appropriate for
teachers of GCSE
Mathematics
“Absolutely fantastic
course, reinforced that
some things I was doing
were good/correct and
showed me new ways
to teach/challenge in my
lessons”
►Deepening
►Deepening
Understanding of the
Concepts in GCSE
Mathematics; starting
in December
Understanding of the
Concepts in AS level
Mathematics; starting
in February
►Introducing
►Deepening
problem-solving into
the Key Stage 4
curriculum; starting in
December
Understanding of the
Concepts in A2 level
Mathematics; starting
in May
Appropriate for
teachers of A level
Mathematics
“The other main benefit
was providing time to
think and develop new
ideas, which you do not
have in day-to-day
teaching.”
For details about these
and other courses
please see our LSEF
Courses web page.
►Developing
mathematical thinking
in post-16 students;
starting in December
“Invaluable for
providing ideas on
how to present new ALevel concepts for the
first time.”
Bernard Murphy
MEI Programme
Leader
(Teacher Support)
Email Bernard
Maths Works!
MEI is collaborating
with the Mascil project
team at the University
of Nottingham to
deliver a series of
three one-day
professional
development events.
The aim of these days
is to support
mathematics teachers
with the development
of inquiry-based
approaches to
teaching and learning
that increase student
awareness of how
mathematics is used in
the world of work.
The events will be held
in Birmingham in
January, March and
June.
For further details,
including the dates,
outline programme and
booking details, visit
the Maths Works! web
page.
Contextualised resources toolkit
MEI has started work
on a new project,
funded by the DfE, to
support providers
involved in delivering
GCSE Mathematics as
part of 16-19 Study
Programmes.
The aim is to develop a
toolkit to support
teaching practitioners
in developing their own
contextualised
resources to support
the delivery of post-16
GCSE Mathematics.
The toolkit will include
exemplar teaching and
learning resources,
together with
information and
guidance to encourage
providers to develop
and share their own
contextualised
resources to support
the delivery of post-16
GCSE Mathematics.
The toolkit will focus on
four context areas:
►Construction and
the built environment
►Health, social care
and childcare
the project, please
contact me.
►Business,
administration and
entrepreneurship
►General life, work
and personal
interests
If you would like to
contribute examples
of applications of
GCSE Mathematics
in these contexts, or
find out more about
Janice Richards
Programme Leader
(Business,
Development and
Communication)
Email Janice
Page 4
MEI Newsletter
I n t r o d u c i n g B a s h a n d N i c k , t h e T AM ( T e a c h i n g Ad v a n c e d
M a t h e m a t i c s ) D e p u t y C o o r d i n a t o r s ( n o t a r o b b e r y t e c h n i q u e !)
supporting them in
their schools through
lesson observation will
have a wider impact
with so many more
The TAM programme
continues to grow and
is now being offered at
8 different universities.
The Masters version of
the course is being run
in collaboration with
Manchester
Metropolitan
University, Warwick
University, the Institute
of Education
(University of London),
Plymouth University,
Leeds University and
Durham University, as
in previous years, and
now also with the
University of
Cambridge and Kings
College London.
To meet help the
increased demand,
Mohammed Basharat
and Nick Thorpe, both
experts in A level
Mathematics teaching,
have joined the TAM
team.
Bash was Head of
Mathematics in a large
Sixth form College in
Surrey until September
this year.
“I thoroughly enjoyed
my first study days with
the TAM teachers and
liaising closely with two
different universities. It
had such a vibrant and
positive feel. This
course is an ideal mix
of subject knowledge
and teaching
pedagogy.
“Whilst I miss many
aspects of my previous
job, I know working
intensively with
teachers across 8
study days and
students than my
previous role”
Nick was Second in
Mathematics at a large
Sixth Form College in
Cambridge.
“The job really came to
life for me when I met
my three cohorts of
teachers and started to
get a feeling for what
they wanted from the
TAM course. For many
of the teachers on the
course there is a fine
balance between their
subject knowledge and
the confidence to allow
students to make their
own Mathematical
discoveries.
“The supportive
observations this term
are an excellent
opportunity for us to
make a difference in
schools around the
country, through
detailed feedback
based on the
Mathematics in the
lesson, and providing
suggestions and
guidance for further
development.
“I am looking forward
to the next pair of
study days in
December - Simon,
Bash and I have
planned what could be
the best lesson ever on
the Factor Theorem!”
Mohammed Basharat
& Nick Thorpe
TAM Deputy
Co-ordinators
Email Bash
Email Nick
Simon Clay, TAM Deputy
Co-ordinator (far left of
picture), working with the
2014-15 TAM cohort at
Warwick University.
Page 5
D e c em be r 2 01 4
MEI’s Core Maths qualifications
MEI has worked with
OCR to develop two
new qualifications
designed to meet the
Core Maths
requirements. These
qualifications have
been accredited by
Ofqual; as we went to
press we received DfE
confirmation
regarding that both
qualifications meet the
Core Maths
requirements.
Both qualifications
incorporate the content
of the Introduction to
Quantitative Methods,
and develop it further
to make a qualification
intended for students
who have succeeded
at GCSE but do not
want to take AS or A
level Mathematics.
►Quantitative
Problem Solving
also introduces
further statistics,
including hypothesis
testing.
►Quantitative
Reasoning
incorporates ideas
from our Critical
Maths development
work.
Each of these
qualifications is 180
guided learning hours
in size and is for first
teaching from
September 2015, but
some of the Core
Maths ‘early adopters’
are already teaching
them this year.
Thanks to OCR
funding, resources for
these qualifications are
available free to
centres. Details of how
to access the
resources are on our
website.
MEI is pleased to
welcome Kate
Richards to the MEI
staff. Kate is working
part-time during the
current academic year
concentrating on
developing statistics
resources for the
Quantitative Problem
Solving course.
She has the ideal skills
to do this, having
worked most recently
at the Royal Statistical
Society Centre for
Statistical Education at
Plymouth University.
Kate has worked on
many of the Census at
School resources and
will soon be uploading
new resources for
Core Maths to Integral.
Stella Dudzic
Programme Leader
(Curriculum)
Email Stella
Making Core Maths appealing
I think it’s fair to say
that many students
view mathematics in a
similar way to eating
their vegetables, they
know it’s good for them
but they don’t
necessarily enjoy it.
Look at paragraph 1.11
of the Smith report
“Making Mathematics
Count” which, when
referring to the post-16
uptake of mathematics,
states “…the content of
the course may be
perceived to be boring
or irrelevant, or
insufficiently
stimulating or
challenging...”
The Critical Maths
teaching resources,
developed by MEI with
DfE funding, are an
attempt to make
mathematics more
relevant to students
with such views. The
resources are available
from our website and
are free for all to use.
geared to situations that
the students may well
encounter in their lives,
they will begin to
change their perception
of mathematics.
Typically, a lesson
starts with the sort
question someone may
ask over a cup a coffee.
For example, “Why
It is hoped that a more does my car insurance
discussion-focussed
cost so much when I
teaching approach
compare it to my
may provide a different parents’?” Frequently
flavour to mathematics the reply is that younger
lessons, one which
drivers are more likely
these students will
to have an accident and
enjoy. We also hope
so should pay a higher
that, by using
premium.
examples which are
Leading on from this,
you can ask if anyone
has ever considered
how much more likely,
and does this justify
the higher premium?
To answer these
questions requires
data, and an
understanding of what
data are needed and
how to interpret them.
Continued on page 6
Page 6
MEI Newsletter
Making Core Maths appealing
(continued from page 5)
spectrum appeared to
pay more for car
insurance, there was a
lovely moment.
I used this idea
recently with a group of
post-16 students
asking them to identify
the group that received
the best deal from
insurers. In no time at
all there was a lively
discussion taking
place.
At first, most of the
opinions offered were
anecdotal, based on
their own opinions and
experiences.
Using this as a starting
point, I prompted them
to examine the data to
see if it confirmed their
views. At first some of
the students were
reluctant to consider
the data preferring to
rely on their personal
experiences, an
attitude not unique to
students!
Then, talking about
how drivers at both
ends of the age
One of the students
commented that older
drivers (over 80) may
have impaired vision
and/or hearing and
consequently be more
prone to having
accidents. Without any
prompting from me,
another student
pointed out that the
data also showed that
young drivers on
average claimed
significantly more per
premium than older
drivers.
It is fair to say that I
could have taught the
mathematical content
of this lesson in much
less time by removing
the discussion and
simply pointing out the
relevant points in the
data. However, I do not
believe that such an
approach would have
achieved a similar high
level of engagement,
or been nearly so
effective in promoting
learning and
developing a more
mathematical outlook
on the world.
Terry Dawson
MEI Curriculum
Developer
Email Terry
Teacher Industrial Placement Scheme (TIPS)
The National Science
Learning Network is
running a bursary
funded scheme that
places teachers in an
engineering or
technology industry for
two weeks.
Placements are
available across
England.
Through the placement
the teacher will gain
experience in a variety
of areas across the
business, supporting
their experience of how
STEM (Science,
Technology,
Engineering and
Mathematics) subjects
are used in industry.
The scheme has been
created in partnership
with the Institute of
Mechanical Engineers
and the Institute of
Engineering and
Technology.
The cost of the course
is £360 but all state
funded schools/
academies/colleges
can receive a £1400
bursary to support with
the cost of cover.
Applications for TIPS
are now open and will
be considered on a first
come first serve basis in
relation to local
placements being
available.
The deadline for
applications to the
scheme is
December 2015.
For more information
please visit the TIPS
web page on the
Science Learning
Network website.
Page 7
D e c em be r 2 01 4
Further Mathematics Support Programme
Where a school or
college is offering A
level Mathematics but
not Further
Mathematics, we are
keen to support them
to set up AS/A level
FM provision. One
solution is to make use
of our live interactive
lectures (LIL) to teach
the content,
supplemented by
teaching and tutorial
support through the
school/college. Our LIL
support continues to
grow and students are
now able to use LIL to
study for a wide range
units from the different
awarding bodies’ AS/A
level specifications.
The autumn term
units are still open for
applications with more
courses starting in
January.
Teaching Further
Mathematics (TFM) is
a year-long
professional
development course
for teachers wishing to
develop their subject
knowledge and
classroom practice in
teaching A level
Further Mathematics.
From July 2014, 101
teachers have enrolled
on the TFM course,
joining one of three
study groups. In
addition to this cohort,
we are now taking
applications to join an
additional study group
to begin TFM studies
from January 2015.
We have developed a
brand new extended
CPD course,Teaching
Mechanics (TM),
aiming to increase
subject knowledge and
help develop teaching
skills for A level
Mechanics. TM is ideal
for teachers with
limited experience of
teaching Mechanics.
The course follows a
similar model to TFM:
2 study days with
online sessions
between them,
together with dedicated
resources and forum
support in Integral. For
more information
please contact Sue de
Pomerai.
The NCETM and
FMSP have developed
a Level 3
Professional
Development Lead
Support Programme
(PDLSP) to support
those who design and
lead level 3
mathematics CPD for
others. These two-day
courses focus on the
elements of good
professional
development and
explore the key themes
and priority areas in A
level Mathematics and
Further Mathematics
teaching and learning.
Between the days, the
participants plan,
undertake and
evaluate a PD session
with a group of
teachers. Events are
already full for the four
cohorts organised this
year and more will be
arranged to take place
in 2015/16. Feedback
from day 1 for the first
two cohorts has been
very positive. The longterm aim of this
programme is to
ensure more
widespread access to
high quality
professional
development
opportunities for
teaching and learning
level 3 mathematics.
We are aware that
there will be a greater
need for CPD for A
level Mathematics and
Further Mathematics
once the new A level
specifications are
available.
We continue to
promote mathematics
to young people. We
have added new
pages to our website
to encourage girls to
consider taking A level
Mathematics and
Further Mathematics,
including profiles of
women who have
studied mathematics.
There is a similar
page for teachers to
help promote
mathematics in their
own schools and
colleges. The FMSP is
also a supporter of the
Your Life campaign,
and, together with MEI,
has made pledges to
encourage more young
people to study
mathematics post-16.
The FMSP year 10
team competition has
been an important part
of our successful
programme of
enrichment events.
This is changing in
spring 2015 to become
the Maths Feast. The
aim is for the events
and resources to have
an even greater impact
and reach even more
students, providing
them with a rewarding
and enjoyable
experience of doing
maths and working as
a team.
If you have not yet
listened to the FMSP
Podcasts series, I
strongly recommend
that you do. They are
great sources of
enrichment ideas
featuring interesting
and informative
interviews with
scientists,
mathematicians and
actuaries about
applications of
mathematics in their
work. There are
associated puzzles,
problems and articles
with each podcast.
Kevin Lord
Programme Leader
(FMSP)
Email Kevin
Mathematics in Education and Industry
Monckton House
Epsom Centre
White Horse Business Park
Trowbridge
Wiltshire
BA14 0XG
Phone: 01225 776776
Fax: 01225 775755
E-mail: office@mei.org.uk
Company registration number: 3265490
Websites:
MEI:
mei.org.uk
FMSP:
furthermaths.org.uk
MEI conference:
conference.mei.org.uk
Integral mathematics resources: integralmaths.org
Facebook:
facebook.com/MEIMaths
Twitter:
twitter.com/MEImaths
twitter.com/MEIConference
About MEI
Mathematics in
Education and Industry
(MEI) is a membership
organisation and a
charity. Since the 1960s,
MEI has worked to
support mathematics
teaching and learning.
Any income generated
through MEI’s work is
used to support
mathematics education.
MEI emphasises
understanding and
enjoyment of
mathematics and also
highlights the
importance of
mathematics in industry
and commerce.
MEI pioneers the
development of
innovative teaching and
learning resources,
including extensive
online materials to
support all major
examination syllabuses.
MEI offers teachers of all
GCSE and A level
specifications a range of
continuing professional
development (CPD)
courses, provides
specialist tuition for
students and works with
industry to enhance
mathematical skills in
the workplace.
There is a network of
MEI branches around
the country, offering
local support for
teachers.
MEI’s popular A level
specification is
administered by OCR,
with MEI taking
responsibility for the
curriculum, and
providing course
textbooks published by
Hodder Education.
support for teachers of
AS/A level Mathematics
and Further
Mathematics in schools
and colleges throughout
England.
MEI manages the
government-funded
Further Mathematics
Support Programme,
providing advice and
© MEI 2014