I'm wary of doing more Mechanics or Statistics as the marks we get in the single maths applied don't feel high enough to me to justify it. So the only other option would be further pure.

As a student I wanted to do them all, but my preference was for the pure modules. I enjoyed decision though!

Starting teaching Further Maths this year, we've gone with D1 and D2, as it's a branch of mathematics they've not done before, and accessible without assuming prior knowledge (even with Core Pure we've had to delay doing volumes of revolution as they've not done calculus yet). (1/2)

My issue here is that the data isn't inflated at the same consistent rate. Some schools and departments will give reasonable but positive predictions. Some will give dreams and wishes. There's no standardisation, so I struggle to trust that there's any consistency.

I think this is separate to other prediction problems, as the UCAS grades get inflated because of their purpose. We regularly have pushback from pupils wanting their grades raised as they view it as limiting where they can get offers from. For us that's important as it means they're realistic.

This looks really good and useful, but I'm only managing to open the line in Google Docs. Any advice on how I can get it to open? Thanks for sharing it. :-)

I like that everyone is nice about it, but I hate that it's a story. It sounds like they could have emailed the abbey about it with the same outcome, without the poor guard having his understandable decision to interpret 'a summoning of ancient terrors' in a negative way broadcast nationally.

#FridayFive
1. Open Arms by Elbow
2. Still by Paul Heaton & Jacqui Abbott
3. Rainbow Connection by Kermit
4. Everything I Know by Mandy Gonzalez (from In The Heights)
5. Hurt by Johnny Cash

Exactly. The only circumstance where it would feel appropriate is one where you need to ensure the message is received, and this doesn't do that!

That is an awful feature. If you emailed someone every two minutes for twenty minutes about something it would be seen as a form of harassing them.

For me sometimes it's looking at whether I've helped make other people's lives easier that week. That can be pupils, it can be teachers, but being able to say someone's week was easier because of my work is enough for me. It's a low enough bar that it's relatively easy to manage! 😂

I think cooking language translates well to maths problems. With a difficult problem the best approach might be to let it simmer for a bit in the back of your mind until you bring it to the boil and solve it.

With last year's grade boundaries I would have predicted the right amount of Grade 9s, but we only got 2 as it was. I'm just not sure how other schools got their higher pupils to do so much better, so want to learn everyone else's secrets!

Have found them and will definitely be coming back to them to use - thank you for sharing them!

Thanks - will definitely check out all the Integral resources! Have got a different textbook from a course I went on last year.

We direct ours to the sources of practice papers we want them to try to try and stop that - I have a OneDrive folder with them all saved in, but to be honest I think your students are just practising more than mine! 😂