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Leanne Bell-Bayliss @leannepbb.bsky.social · 18/09/2024

Yes I'm starting it in October! Did you do the PD Lead programme? I expect it will be similar. Best of luck when you start!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 10/09/2024

When I found www.ravelry.com my life changed....for both Knitting and crochet! Lots of crowd sourced patterns like that.

ravelry.com

Ravelry

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Leanne Bell-Bayliss @leannepbb.bsky.social · 25/08/2024

Yes, her summery book is what started me on this! I saw her a few years ago at ResearchEd and think what her school does is amazing. I will have to go on stinky X to ask her about maths!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 25/08/2024

I will be doing this analysis this week if you're interested. Happy to share. Perhaps if we can get a few more we'll start to see indicators.

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Leanne Bell-Bayliss @leannepbb.bsky.social · 24/08/2024

Really inspired reading An Ethic of Excellemce by Ron Berger, but I'm struggling to see how it would work in #maths anyone out there 'redrafted' or had students present their work inline with this approach? #edusky #ukmathschat #EduSkyPrimary #iteachmath

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Leanne Bell-Bayliss @leannepbb.bsky.social · 24/08/2024

Thank you so much! I'll be making use of these across dept from Sept. Appreciate the share :-)

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Leanne Bell-Bayliss @leannepbb.bsky.social · 21/08/2024

Ooh I like these. I'm looking to do something similar, but I want to make them less retrieval and more cumulative based on what we've covered in class. Increasing in difficulty over time would be the ideal! Would you be willing to share your template? Pretty please?!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 19/08/2024

I tend to say 'I'm not sure when you are going to use it, but I/someone have/has used it in x, y and z.' Takes the 'I'm not going to do this' out of it and gives some examples. I've kept a bank of silly stories for lots of maths skills over the years for this purpose. Books like Humble Pi can help!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 19/08/2024

First set of GCSE results under my HOD role this Thursday. Tad nervous. I'm taking the long term view of dept improvement, but we did some rapid raising achievement work too for this cohort, so just hoping it has made the difference. Lots of lessons learnt this year. Anyone else nervy?! #ukmathschat

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Leanne Bell-Bayliss @leannepbb.bsky.social · 17/08/2024

Secondary colleagues having greater awareness of ks2 teaching should have an impact on the repetition element, but I've fairly recently been struck by the independence element with a few visits to primaries. Its just so different - this is likely where I'll be stretching my own practice this year!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 17/08/2024

I've just read this article and I think the distinction between targets and estimates may be useful. Subtle difference, but I think the conversation is needed in my context. EAL in respect to prior arrival to SATS or post? Interested in how this skews. www.informededucation.com/making-sense...

informededucation.com

Making sense of predictions and targets - David Weston

These days, schools are awash with targets, estimates, and predicted grades. Used well, they are a way to embed a common ambitious vision for each child. Used badly, they are a demotivating, self-fulf...

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Leanne Bell-Bayliss @leannepbb.bsky.social · 17/08/2024

This is fab. I think the nuance here is so important - I think open conversations with students about their 'estimates' means they know that effort is the most important factor.

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Leanne Bell-Bayliss @leannepbb.bsky.social · 17/08/2024

What about in contexts of low aspiration? Just interested in people's take on if a highly able group of students settle for 4s as the culture is to just 'pass.' Could knowing that other students who received their SAT score went on to get 7+ be a good thing?

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Leanne Bell-Bayliss @leannepbb.bsky.social · 16/08/2024

Really glad to hear the impact was felt. Do you think agreeing a transition calc/representation live doc might be a useful outcome? Thinking that as teachers move year groups and move schools, it could be a useful legacy in supporting transition long term. Not a straight jacket I may add!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 16/08/2024

Yes! I know 2/3 feeders have not been part of the mastery programme, so I suspect there will be quite a bit of the five big ideas in general, but as I'm also coordinating on behalf of my trust (26 sec!) there are likely going to be primaries a bit more clued up. Hoping to support all eventualities!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 16/08/2024

I will definately be using this for our curriculum booklets! Thank you for sharing!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 16/08/2024

I like that - it's a topic which is so important for both phases. Consistent representations and methods might perhaps be a useful focal point. From a prim perspective, was there anything you would have wanted to know or explore with sec colleagues? I'm lucky to have feeder primaries attending.

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Leanne Bell-Bayliss @leannepbb.bsky.social · 16/08/2024

Yes - thank you! They are pretty great. I think teamed with the secondary checkpoints, they really reinforce what students should already be secure with. I wonder if transition can be eased through partnership? What would Prim colleagues want from sec? I'm lucky to have our feeder schools on board.

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Leanne Bell-Bayliss @leannepbb.bsky.social · 15/08/2024

New on here and wanted to see if anyone has any recommendations for the Y5-8 continuity work group I'm running next year. Lots of ideas from a Secondary Perspective, but would love to hear what be beneficial for primary #UkEd #UKMathsChat #EduSky

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Leanne Bell-Bayliss @leannepbb.bsky.social · 15/08/2024

Hi, I'm Head of Maths at a school in Birmingham. I'd appreciate being added to the #edusky SS. Thanks!

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Leanne Bell-Bayliss @leannepbb.bsky.social · 15/08/2024

I really like this. Do you create booklets for all of your classes? We've done this for KS3 and are going into KS4 this year. I'm interested in how other people have found this as a pedagogical improvement strategy.

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