Gareth Shadick

Remembering a formula isn't maths. Knowing which formula is relevant and using it well is. #mathstoday

Looking to benefit from experience of #mathstoday crew.
Just started in a secondary after working in Pri and middle. V high PP. Teaching groups include tiny bottom sets. Ss struggle with basic skills, attendance & focus. Rewarding & challenging work but interested to know what's worked for others?

Check pre-requisites. Thoroughly. Deal with gaps in knowledge. Multiple representations side by side. Explore alternative approaches. Lots of MWB use, both for checking understanding and as low stakes working space. Get them talking. Value every contribution. Get them to enjoy being in your room.

Photo of the entrance to Welling School

I spent eight wonderful years here at Welling School, which, I cannot believe, ended more than ten years ago! Looking forward to a weekly trip back here with Impress Education working with some year 11 students until their GCSE Maths exams.

What motivates a maths teacher to train as a Secondary Mastery Specialist? We asked a few why they applied, and the impact on their career 🪜
Check out this video to discover what they told us. Anything ring a bell with a great maths teacher like you? 🔔
#MathsCareers #TeachMaths #NCETMWeekInFocus

🎉 We are excited to announce MC40!

Join like-minded people in a celebration of all things maths at City of Derby Academy.

🗓 Date: Saturday 18th April 2026
📍 Location: City of Derby Academy

We look forward to seeing you there! 🙌

👉 BOOK HERE: completemaths.com/community/ma...

#MathsConf40

Mathematical Hooks Made with a touch of glamour

A reminder of the Mathematical Hooks padlet - ways in which to promote thinking and discussion with students

padlet.com/tessmaths1/m...

Work hard on developing a very constructive professional relationship with your line manager. I think that relationship can be a hugely impactful barrier to or enabler of success.

I’m stepping back into a HOD role.
I have my own experiences from the first HOD role but what would your best advice be for going into a new dept and what do you wish you’d have been doing from the start?

Please share to get more voices.

(And answer yourself) @themathsbazaar.bsky.social

Whenever asking for something to be done, ask to be told if there is a barrier in the way. For a long time I assumed people would do this but found some wouldn't unless explicitly reminded that is OK each and every time.

And my classroom door will be open to any and all visitors. I want people to get to know who I am as a teacher as much as I want to learn the same about them.

I would be spending as much time as possible in lessons. So much to learn by doing so. One outcome from that will much be much shouting about the good practice I find.

Glad you found it useful 👍

Always 👌

Which at its heart is inappropriate use of data with individual students rather than with a whole cohort

Almost the exact words I use every time a group of HODs gets into this conversation in front of me

If there was a significant shift from H to F (in many schools there probably should be!) then the analysis of performance on crossover questions would get the boundaries on each tier to the right place.

I struggle to be constructive. It's just utter nonsense isn't it.

All things being equal, no.

My #MathsConf39 workshop choices:

1 - Jack Jennings
2 - @morrismaths359.bsky.social
3 - @mathsmuse.bsky.social‬
4 - @justmaths.bsky.social‬
5 - @runningstitch314.bsky.social

Join me with @lasalleed.bsky.social, get your ticket here: completemaths.com/community/mathsconf39

I've been noticing this opening past papers in Chrome

🚀 Exciting opportunity in the South East for Lead Practitioner for Mathematics (Medway). We’re looking for a passionate and experienced maths educator who is ready to take a next step as a Lead… | Da... 🚀 Exciting opportunity in the South East for Lead Practitioner for Mathematics (Medway). We’re looking for a passionate and experienced maths educator who is ready to take a next step as a Lead Pract...

www.linkedin.com/posts/dan-pr...

Love this task. I like to ask what are all the possible ways to start.

Agree with all of that rant 👍

Non-specialist maths teachers!
🎥 See how the Non-specialist SKTM Programme could boost your confidence & improve your teaching!

💵 Schools joining the 2025/26 @theeef.bsky.social trial get £500–£1000!
💻 Online cohort available
⏰ Apply by 12 September
bit.ly/4lRxAoW
#Maths #EduSky #UKMathsChat

What never seems to get a mention in such conversations is the importance of creating a mark scheme that will ensure consistency of marking

Very much looking forward to this content

I don't think much has changed in that respect in the last 20 years. It is just now much more visible to those on the edges and outside of this world.

What a shame to read such an unnecessarily dismissive comment from someone whose work I value so highly. It isn't gaming the system, it IS the system. Criticise the system, not the hardworking teachers doing everything they can for the children they teach.

When I've looked at this before I have come to the conclusion that the definition of a trapezium is not consistent in terms of whether it is only "exactly" one pair of parallel sides or not