dattamatics.bsky.social
12 posts
17 followers
24 following
Conversation Starter
comment in response to
post
Agreed. I wouldn't expect anyone to be able to teach every part of all FM modules. I'd ideally want everyone to be able to do a spread of modules, so that each module has a few teachers who are experienced with it. I'm fortunate my current department has quite a wide variety, until someone leaves...
comment in response to
post
100% agree. However, if someone wants to develop into an A Level Maths teacher, allowing them to focus on just part of the course at a time helps, especially if they do prefer e.g. mechanics over statistics. Especially with the current national teacher situation, I wouldn't want to overload someone.
comment in response to
post
Maths - 2 teachers in (Pure + Mech and Pure + Stats)
Further Maths - 3 teachers in Y12 (Pure + Mech, Pure + Stats and Pure + Core Pure 1)
Further Maths - 4 teachers in Y13 (Two teachers finishing Core Pure 1 and Core Pure 2, two other teachers each doing one Edexcel FM option each)
comment in response to
post
How on Earth can they be "confident" of that when it's obvious that there were duplicate questions at the expense of other topics? The quartic question and final integration question are essentially on the same thing in both papers.
comment in response to
post
Have used the teddy bear one in the past - it's brilliant.
comment in response to
post
Definitely. In my experience of doing it, I found that you can actually accommodate any request that someone has... unfortunately this often would have had a far greater negative effect for others. I imagine many schools' budgets mean fewer staff than before, therefore less flexibility on staffing.
comment in response to
post
Radians and logs for single maths, polars, method of differences, collisions and PMCC for further maths. (We have 2 lessons per subject on Y11 taster day, so we do 4 for FM)
comment in response to
post
I encountered this exact issue at a previous school. If you know the grid method is a common approach lower down the school (or even the preferred method) then it's got much more chance of working in long division.
comment in response to
post
Same!
comment in response to
post
Most textbooks I've seen don't really properly go into how exactly you'd algebraically work out if you have a point of inflection. I think it's why questions on them tend to be very superficial, or that they're also stationary points and you're led down a fairly straightforward path for the answer.
comment in response to
post
I also let them choose (Edexcel, so 8 possible choices), with the caveat that they might not get exactly what they want. (Approx. 65 students) I've then tried to give everyone as close to what they would like as possible. This is helped by the fact between my staff, we can teach every module.
comment in response to
post
I'd like to second this. We're in our last year of OCR B and swapping to Edexcel for current Year 12s. I really don't think a long single Core Pure paper allows all pupils to succeed relative to other exam boards. It's a long time to stay focused, and there's always an enormous question at the end.