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THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course

THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course. Introductions. Central Team. There are 6 members of the Central Team http://www.fmnetwork.org.uk/contact.php. Central Team. The purposes of the Central Team are: To set up the national Further Mathematics Network

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THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course

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  1. THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course Introductions

  2. Central Team • There are 6 members of the Central Teamhttp://www.fmnetwork.org.uk/contact.php

  3. Central Team The purposes of the Central Team are: • To set up the national Further Mathematics Network • To provide strategic management of the Network as a whole • To do all it can to support the Further Mathematics Centres

  4. THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course About the Network

  5. The Further Mathematics Network • Background 2004 results2005 resultsabout the network • Mission Statement Mission Statement • OrganisationOrganisation Chart

  6. The Functions of a Further Mathematics Centre • To establish provision for Further Mathematics that will enable all schools and colleges in its area to offer Further Mathematics tuition to their students. • To ensure that every student studying in a school or college in its area, who would benefit from a Further Mathematics qualification, can study Further Mathematics, either through their own school/college or through the Centre (or a mixture of both).

  7. The Functions of a Further Mathematics Centre • To promote Mathematics to all young people in its area, with a view to increasing the uptake of Mathematics and Further Mathematics at AS and A-level and Mathematics and mathematics-related subjects (Engineering, Sciences, etc.) at university. • To support the CPD of teachers in its region, to enable more to have the knowledge and confidence required to teach Further Mathematics

  8. The Functions of a Further Mathematics Centre • To provide assistance and support to teachers in schools and colleges in its area who are delivering Further Mathematics in-house. • To forge links between schools, colleges and Higher Education Institutions in its area that will facilitate, improve and extend the local Further Mathematics provision.

  9. What is a Further Mathematics Centre? • How is a Further Mathematics Centre Organised?collaboration • Key principles of a Further Mathematics Centre key principles

  10. Progress so far This shows the 47 local LSC areas which are split into 9 regions. There will be roughly one Further Mathematics Centre for each local LSC area. 24 FM Centres are already up and running. 11 more are starting this term. The rest are expected to start during 2006 http://www.fmnetwork.org.uk/

  11. Administration of a Further Mathematics Centre • Much of this training course is concerned with administration • We are trying to make this as simple as we can and give you as much support as we can • Each FM Centre must be accountable, both academically and financially • We need effective administration to demonstrate our success

  12. FM Centre Coordinators Cambridgeshire RL Cornwall & West Devon SdP County Durham TB Coventry and Warwickshire RL Greater Merseyside RL Hampshire & Isle of Wight SdP Herefordshire and Worcestershire RL Keele RL Kent and Medway CS Lincolnshire SdP London Centres CS Oxfordshire RL Somerset SdP Staffordshire and Shropshire RL Tyne and Wear TB

  13. THE FURTHER MATHEMATICS WEBSITE Tom Button www.fmnetwork.org.uk

  14. The Further Mathematics Network Dr Richard Lissaman Deputy Programme Leader Judi Movassaghi Birmingham Further Mathematics Centre Manager

  15. THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course Launching your FM Centre

  16. Promoting Further Mathematics and Your Further Mathematics Centre • Be aware of the very powerful reasons why a Further Mathematics provision is in the interests of students, heads of school/college mathematics departments and senior school/college management. • Be familiar with the particular features of provision of Further Mathematics tuition through a Further Mathematics Centre that will appeal to each of these groups.

  17. Launching your Further Mathematics Centre and Recruiting Your First Cohort of Students Launch Letter – Registering Schools and Announcing the Services of the Centre Follow up Phone Calls/Visits/Meetings to Discuss Tuition Arrangements/services Firming up Tuition Arrangements – speaking to School Management and Finance Departments regarding fees Agreement - Written confirmation of tuition and invoicing arrangements

  18. Students’ Learning • General Tutoring Principles • Resources available to Students and Tutors • Student Feedback and Feedback to Schools/Colleges • Revision Days

  19. Launching theBirmingham Further Mathematics Centre Judi Movassaghi

  20. Management Committee • Richard Lissaman (FM Network) • Judi Movassaghi (Manager) • Andrew Rogers (KE Camp Hill Boys) • Deryk Osthus (B’ham University) • Gill Moss (Head of Mathematics) • Geoff Fowler (B’ham LEA Maths Advisor) • Student representative

  21. Mail Shot in June 2005 • 150+ letters sent out to all Birmingham Secondary Schools as follows: • Invitation to Launch Event in June • Reply slip / e-mail option • Leaflet: Some Questions Answered • Questionnaire • Two replies, so 100+ telephone calls to schools with Sixth Forms

  22. Launch Event in June 2005 • Refreshments • Welcome (V-P of Cadbury College) • Introduction (Head of Mathematics) • Further Mathematics Network (Richard Lissaman) • Birmingham Centre (Judi Movassaghi and Andrew Rogers) • Question time

  23. Pack for Delegates • Programme • List of institutions and delegates • Questionnaire • Copy of my Powerpoint presentation • Shiny red brochure from FM Network All contained in a FM Network folder

  24. Recruitmentfrom June to September • Letters to all Heads of Mathematics who attended the Launch Event • Letters to others who asked to be kept on the mailing list • Appointments made for September confirmed by telephone in September • Visits in early September to schools with prospective students

  25. Organisation before September • Room, furniture, text books • IT equipment • Minibus • Web access • Copying resources • Keeping contact with schools

  26. Getting Started in September • 14 students (9 now) from 3 schools to Cadbury College on a Wednesday afternoon • 8 students (5 now) at a school six miles away after school on a Thursday • 6 students (5 now) at a school on the North side of the city on a Wednesday

  27. Work Space • Sizeable office provided • Furniture and equipment bought • Desk, cupboards, filing cabinet • Computer chair • Small easy chairs • Noticeboard and whiteboard • Computer, printer • Telephone and fax machine

  28. Administration Database • Time-consuming and frustrating • Telephone calls to schools to collect extra data • Telephone calls to Janice and Alyson (could not face 83 page manual) • Invoice problem – needed one little tick

  29. Finances • Order and Requisition Book • Signing invoices when order arrives • Photocopy • Statement from Cadbury College Finance Director each month • Enter items on database after receipt of monthly statement

  30. Problems withStudents and Schools Students • Attendance (2 poor in 20) • Lack of homework Schools • Misunderstanding about finance • Interest from a school in a different LEA

  31. Negatives • Anxiety over Database (my ignorance) • Getting to grips with Finance (ditto) • Limited contact time with the students • Anxiety over the outcome of next Monday’s Decision 1 examination • Lots of new modules to learn in a short space of time: FP1, FP2, NM

  32. Positives • Chance to start the centre from scratch • Very satisfying to be in charge of my own decisions • Daily enjoyment of making progress • Opportunity to view the wider world • Support without compare from the Further Mathematics Network Team

  33. The Further Mathematics Network Janice Richards National Administrator

  34. THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course Introduction to the Administration Database FM Centre Database V1.2 (Training 20Jan06).mdb

  35. The Further Mathematics Network Dr Richard Lissaman Deputy Programme Leader National Adminstrator Janice Richards

  36. THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course The Administration Cycle Annual Cycle diagrams (with links).pdf FM Centre Database V1.2 (Training 20Jan06).mdb

  37. The Further Mathematics Network Dave Griffiths Financial Manager

  38. Important! • If you have not already done so, once your Funding agreement has been signed off, you should invoice MEI for the first tranche of funding, making it clear who to make the cheque payable to.

  39. THE FURTHER MATHEMATICS NETWORK Initial FMC Manager Training Course Financial record keeping

  40. Financial Record Keeping • Fund Holder responsibilities • Need for basic record maintenance • Check of monthly balances • Allocate income to one of two sources • Allocate expenditure to one of eight cost centres

  41. Financial Record Keeping • INCOME: • From MEI • From Other Sources

  42. Financial Record Keeping • EXPENDITURE • FM Centre Manager • Equipment • Tutoring • Transport • Administration Support • Publicity • Consultancy • Office Overheads, Textbooks and Consumables

  43. Financial Record Keeping • Database Monthly Return • Account Summary-end of each term • Tuition Invoices – Invoice arrangements E.G. 2 • Insurance – other LEA’s/Revision days • Contact with Finance Department • VAT status • Delegated expenditure authority • Monthly summary

  44. Financial Record Keeping –Recording Transactions Database Main Menu Data Entry Screen

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