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A
model for accelerated learning in Secondary
Mathematics |
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School: Cottenham Village
College, Cambridge |
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Fellow: Chris Dale |
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Email: cjdale25@yahoo.com |
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Aim |
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It is my belief in that a lot of cases the
Mathematics National Curriculum at Key Stage
3 can limit and restrict the brightest pupils.
I feel there is a need for a flexible approach
to the teaching of such children, both in
terms of content and style. With this in mind
I am aiming to develop a model for accelerated
learning which will challenge and motivate
talented students both through early examination
entry and a general raising of the subject’s
profile. |
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Description |
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The Model will be developed
through the following stages: |
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a review of relevant literature
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attendance on appropriate INSET |
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observe, monitor and audit current
good practice at Cottenham Village College
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observe, monitor and audit current
good practise at other institutions
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the possible role of ICT |
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a survey of pupil's attitudes to accelerated
learning |
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a critical analysis of the advantages
and disadvantages of accelerated learning
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Outcomes: |
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improvements of practice
within Cottenham Village College to
increased numbers of pupils gaining
high GCCE grades before year 11: improvements
could also be quantified through results
in additional GCSE’s and A or
AS levels along with Maths Challenging
Results |
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sharing of ideas beyond the college
through school links and County Maths
Advisor |
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a set of supporting resources and
lesson plans to teach a particular topic
highlighting the main points of the
model |
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projected lectures to be given to
Secondary Maths PGCE students at Hertfordshire
University based around the study |
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publication of findings in a relevant
journal |
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Milestones |
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attendance on Royal Society
Course - September 2000 |
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visit by County Maths Advisor - November
2000 |
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lecture given at Hertfordshire University
- March 2001 |
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Exam results - August 2001 |
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