Add to that the fact it’s virtually impossible to work on the train due to the pokey seats and non-existent WiFi.
15.11.2025 16:48
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Add to that the fact it’s virtually impossible to work on the train due to the pokey seats and non-existent WiFi.
They get plenty of practice.
This is why I don’t bother! It would be found and eaten within 24 hours 😒 My boys are like spaniels when it comes to ‘nice food’ (sweets, cakes, pop & crisps).
I sign that petition every year 😕
You’ll certainly have plenty of energy!
My son can run 5k a clear 10 minutes faster than me. It’s very demoralising.
Fastidious rescue dog, with neat, dry paws, lies on sand and gazes thoughtfully out to sea.
Chester the Romanian rescue dog’s first trip to the beach! Obviously he loves the Northumbrian coast (the GOAT of coastlines) but shares his owner’s aversion of getting his paws wet.
🤔 Do you create opportunities for students to think deeply about maths?
In our latest Five Big Ideas at Secondary video, Assistant Director for Secondary @janehawkins.bsky.social talks us through the vital role of mathematical thinking 🧠
#Maths #EduSky #UKMathsChat
🎉New NCETM podcast episode🎉
How are schools tackling teacher shortages, the attainment gap and KS3 provision?
🎙️NCETM’s @jenshearman.bsky.social and Carol Knights dive into the @theeef.bsky.social's Secondary Maths Practice Review & share how Maths Hubs are responding
🎧Listen now
It seems more sensible to put Year 1 into EYFS. Then, yes, Year 2 & 3 being KS1 makes perfect sense. But I’d rather see a reorganisation of the curriculum than the children.
Teachers tend to hate it too 🫣 I spoke to a Maths Hub Lead who recommended using number lines to teach time, 1-12, 1-60, folding to find quarters, to find half etc. Giving them opportunities to see number lines vertically/horizontally/circular and relating to different scales of measure.
#UKMathsChat We are running an online teacher focus group on the afternoon of 13th February, looking at GCSE content. There will be a small incentive for your time. If you or another teacher of maths (specialist or non-specialist) would like to be involved, please drop me a DM. Thanks!
NEW @theeef.bsky.social BLOG: Myth-busting mathematical manipulatives
In this blog, maths content specialist @gracecoker27.bsky.social busts myths and explores misunderstandings around the use of manipulatives.
I’ve just graduated C25K with my local running club and ran my first Parkrun on New Year’s Day! Running is getting off to a steady but very slow start… 😅
Congratulations, John! It’s a very well-deserved honour for your hard work and leadership.
#NewYearHonours
#MathsHubs10Years
Brilliant adaptation!
Glad it’s not just mine who does this every time 😡
Nooooooo! The rarer green ones are far superior!
Look at all those orange and strawberry creams… 😒
Henry (Year 7) says: No, because children need teachers who understand people and AI doesn’t understand people or their feelings.
He is also dubious about AI’s behaviour management skills.
![Promoting Inclusive Maths Degrees
I appreciated Cathy Hobbs' article [1] about the work the IMA is doing in response to the paradoxical situation that Maths is the most popular A-level subject while some university courses with lower entry tariffs are under threat due to reduced student interest. A-level grades do not only represent achievement, they also encode a number of extra-curricular factors connected to socioeconomic background, meaning there are extremely capable mathematicians who are not getting the full chance to thrive in the A-level system and might be locked out of becoming professional mathematicians as a result.
One issue is the advice students are being given. Maths teachers have told me they advise students they shouldn't consider maths at university if they aren't on track for an 'A' in A-level Maths, and one said he tells students they can't consider degree-level maths if they aren't taking A-level Further Maths. This stems from a perception that maths is a hard degree, so the advice to study a different subject like finance comes from a kind place.
There are also issues with the perception that maths is a degree that leads to a research career but fewer employment options.
I suspect that some teachers experienced a highly-theoretical degree designed for students with A*/A grades and this is their perception of maths at university. Actually degrees vary consid-erably, with many lower-tariff degrees designed with enhanced student support, a curriculum focused on mathematical practice, and opportunities to develop career skills for the wide range of careers to which a maths degree can lead.
At Sheffield Hallam University we typically see A-level Maths grades ranging from A to D, and only around a quarter of students have some Further Maths. We have a strong track record of students with lower intake grades achieving high quality degree outcomes and developing into excellent graduates with worthwhile careers in mathematical occupations. A recent p…](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:2cztrl4zqdmevgscjlwmjw5k/bafkreiepzhqxwyjcbx5wlhdtbsvp5umvxtmuilisr2gcvnubce2asod6gy)
Promoting Inclusive Maths Degrees I appreciated Cathy Hobbs' article [1] about the work the IMA is doing in response to the paradoxical situation that Maths is the most popular A-level subject while some university courses with lower entry tariffs are under threat due to reduced student interest. A-level grades do not only represent achievement, they also encode a number of extra-curricular factors connected to socioeconomic background, meaning there are extremely capable mathematicians who are not getting the full chance to thrive in the A-level system and might be locked out of becoming professional mathematicians as a result. One issue is the advice students are being given. Maths teachers have told me they advise students they shouldn't consider maths at university if they aren't on track for an 'A' in A-level Maths, and one said he tells students they can't consider degree-level maths if they aren't taking A-level Further Maths. This stems from a perception that maths is a hard degree, so the advice to study a different subject like finance comes from a kind place. There are also issues with the perception that maths is a degree that leads to a research career but fewer employment options. I suspect that some teachers experienced a highly-theoretical degree designed for students with A*/A grades and this is their perception of maths at university. Actually degrees vary consid-erably, with many lower-tariff degrees designed with enhanced student support, a curriculum focused on mathematical practice, and opportunities to develop career skills for the wide range of careers to which a maths degree can lead. At Sheffield Hallam University we typically see A-level Maths grades ranging from A to D, and only around a quarter of students have some Further Maths. We have a strong track record of students with lower intake grades achieving high quality degree outcomes and developing into excellent graduates with worthwhile careers in mathematical occupations. A recent p…
In a letter in the new issue of Mathematics Today, which just arrived, I talk about the range of degrees offering maths and how in my experience it’s a great option for students with lower A level grades.
AMSP videos are here: www.youtube.com/playlist?lis...
#MathsToday #UKMathsChat #ITeachMaths
This is absolute nonsense.
Felt a bit misty eyed watching this live on the BBC last night - last time I watched it live on TV was 40 years ago. #TheWolvesAreRunning #Boxers
I lived in a very deprived post code growing up. And a library I walked past twice a day on the way to and from school. And a school library. It was 100% reading that put a rocket under my attainment at school.
