Ormiston River Academy are looking for a Director of Mathematics. Could it be you?
The school is in Burnham-on-Crouch in Essex. Take a look at the advert and apply by Monday 27th April.
mynewterm.com/jobs/137152/...
Reposts welcome!
I mean there’s plenty of reasons an adolescent might not hit their potential at 16 but thrive later, surely? And then some kids might coast through GCSE and not really be that fussed but then love the challenge of A Level and enjoy the step up and get more out of it so work more etc.
Same here, one of my yr13s is on track for an A and came in with a 6. Their work ethic and commitment has been brilliant!
You have until Wednesday to apply for one of my 2 vacancies.
We are DELIGHTFUL.
Short stories are great. You can read one before breakfast.
Oh yeah definitely the one thing sci fi and fantasy has been missing is the male gaze
New! My 197th gems post. Ideas, updates and resources for maths teachers. 💎
www.resourceaholic.com/2026/04/5-ma...
#ukmathschat #mathstoday #alevelmaths
Had to write about an imaginary culture where the social norms are different so I spaffed on about a society who communicate through dance because it’s about the only verb I could bloody conjugate. 🤡
Screen grab from https://undergroundmathematics.org/calculus-meets-functions/slippery-slopes
Screen grab from https://undergroundmathematics.org/calculus-meets-functions/slippery-slopes
Used this lovely task from Underground Maths with year 12 today. I love that it has no calculating, it’s all reasoning. 🥰🙌 undergroundmathematics.org/calculus-mee... #MathsToday #ALevelMaths
📊 New KS4 PD materials!
Statistics and probability materials now available to support subject knowledge, planning and classroom practice.
Explore core concepts including representations, analysis and probability.
www.ncetm.org.uk/news/new-ks4...
#Maths #EduSky #UKMathsChat
😅 Thanks Karen!
*practise not practice. It’s been a day!
When we did circles and lines there was so much substitution of anything anywhere I knew it’d be an issue with this too 😅
Made this for year 12 to practice discernment with differentiation. Took far longer to plan and write than it did for them to do it, but hopefully it helps consolidate and make meaning between sentences and expressions/equations! #MathsToday #ALevelMaths
A slide saying "Fill the blanks with integers." Then underneath the following questions: 50 = 7² + ___ 50 = ___² + 41 50 = 6² + ___ 50 = ___² + 49 50 = ___² + 25 50 = 8² − ___ 50 = ___² − 50 50 = ___² + 34 50 = 2² + ___ 50 = ___² − 31
Wherever possible, I like to check for prerequisite knowledge in a meaningful way.
Here's a simple one for completing the square.
Revising for a French written test I’ve got next week and I’m in that bargaining stage. ‘How badly can I do and still pass if I nail my speaking test?’
I like that approach! That seems like it’s most widely accessible across a whole class.
(I’ve got nothing to add because I don’t know what my thoughts are yet, but I find this discussion really great to unpick and think about so massive thank you to everyone in it!)
MATHS TEACHERS!
We are expanding our team due to increased curriculum time.
*2 posts available*
Lovely, dedicated & supportive team.
Easily commutable from Leeds & York.
Happy to answer questions via DM.
Please share if you can.
www.king-james.co.uk/job/teacher-...
Reposts appreciated!
I think I agree. When going through these, that felt the most ‘like a trick’ question to the pupils! (No absolutely, thank you so much for your insight - it’s greatly appreciated!)
I know what you mean - I’m definitely very lucky to be able to work with a colleague that has time to talk through stuff with me and explain her thinking. I would be all over the place without her!
I don’t know - that’s inconsistent on my part! I don’t know why I don’t consider that an adjustment when it is. Ooops, thanks for spotting!
Tbh I flap and chuck anything at them and hope it works. (Only taught the yr13 stuff twice ever at this point so v new to it!) Our KS5 lead uses f(x) g(x) but explicitly writes some standard results - so things like:
(d/dx) sin(f(x)) = f’(x) x cos(f(x)) etc.
And then only generalising later.
I had number 2 in row 2 (with 4 as (8x)(4(4x^2+3)^3) and then number 1 in row 3 (with number 4 as (x^-2)e^(x^-1)). I was aiming for the manipulation to be more involved but stop short of adjusting. Seemed to go well, but I don’t trust anything in the lesson - we’ll see if it sticks 😅
Certainly felt that way! 😅
standard results, and then finally this! 😅 Not got the whole sequence where I want it yet, but that’s a job for next year. 2/2
Thank you! I know, I’m the same. Really considering discernment a lot at the moment across all my classes. To start with we just looked at a task that was only reverse chain rule with f’(x)/f(x), then only powers (I find those two hardest to spot!) and then mixed with no adjustment across all 1/2
Due to a relocation we have another vacancy.
Do you want to come and teach maths in the beautiful national forest? 🌳 🏡
Come and join a team that love to talk about teaching maths
DM if you have any questions
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My year 13s are struggling with reverse chain rule, so wrote these as a bridging task before we look at adjusting to get a reverse chain rule result. #MathsToday #ALevelMaths