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A secondary school maths teacher applying to a school that is rewriting its curriculum for younger pupils
Dear Mrs Quayle,
Over the last two years, the share of my Year 11 maths pupils reaching grade 5 or above rose from 41% to 58%1, in a school where a third of them qualify for free school meals. I am applying for the post of Teacher of Mathematics at Lowfold School.
The change came from small, regular habits rather than one big scheme. Every lesson at Thistlebank Academy now starts with five questions on topics from earlier weeks, and I keep a spreadsheet of which questions each class gets wrong2. Once a fortnight I reteach the three weakest topics, and I share the spreadsheet with the two colleagues who teach the parallel sets, so all three of us work from the same evidence.
I teach Years 7 to 13, including two A level groups, and I have marked GCSE papers for an exam board for the past three summers. That marking changed how I teach: my pupils see real mark schemes from Year 9, and they learn early that a correct answer with no working can lose most of the marks. Outside lessons I run a Tuesday maths club that started with six pupils and now has about thirty regulars, most of them in Years 7 and 8. Four of them entered a regional maths competition last spring, and two came home with certificates.
Your listing says that Lowfold is rebuilding its Key Stage 3 curriculum. I wrote the Year 8 scheme of work3 at Thistlebank in my second year there, and I would enjoy doing that work again with a new department.
I would welcome the chance to teach a sample lesson or to talk you through the spreadsheet. I can visit on any Wednesday or Friday afternoon.
Kind regards, Olufemi Adeyinka
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