New National Curriculum Analysis

The new National Curriculum for maths will take affect from September 2017. The content has changed to make the specification harder and will require additional hours of teaching. The Higher and Foundation specification will now consist of three exam papers instead of two. This means more hours of planning and preparation time will go into producing a lesson. I can highlight that one of my strengths is good organisation skills; I always plan ahead and prioritise what to do and set myself targets to meet. By teaching in a school to gain experience, I feel that I have planned and organised lessons that run smoothly. My main strengths lie at the higher end of the mathematics specification as I have an advanced mathematical background obtained

I feel it is important to learn new techniques to help develop my current teaching style. Key Stage 3 teaching will vary to Key Stage 4 teaching as pupils begin to slowly mature and the maths curriculum becomes difficult. With the changes to the maths G.C.S.E curriculum, I understand that more time will be invested into preparing and planning the G.C.S.E content, therefore the focus will be more on Key Stage 4 in terms of planning. Talking to lead teachers in the maths department will help me understand how I should balance my time perfectly in order to carefully plan, organise and prepare lessons between key stage 3 and key stage 4. I will consider observing experienced teachers as they conduct their lessons in both Key Stage 3 and Key Stage 4 as I expect the relationships between teacher and pupils will differ. Not only will I observe teaching styles but I will also observe lessons of classes that have pupils at different ability. This will give me an indication on how fast the pace of a lesson should be based on average ability of the pupils in that class. For pupils in a lower set I would expect a slower pace lesson regarding the changes to National Curriculum for Maths. In contrast I would expect the pace to be a lot faster for more able pupils in the higher set classes. I believe being mentored or coached by an experience member of staff with in the maths faculty would be hugely beneficial. In general I can learn how to adapt myself to a different range of pupils and understand pupil behaviour to help build the different relationships I need with pupils in order to make impact on their academic learning. I will need to develop my confidence to gain more of a presence when teaching full size classes. Mentoring will help me deal with challenging behaviour issues and learn how to command and control a large class. An area of