It's that time again: to develop documentation for a new curriculum. Crossing the t's and dotting the i's can result in bland, procedural mathematics that checks more boxes than it does inspire. Students are engaged when they are curious and are motivated when they are rewarded for their efforts. A reliable method for engagement is by designing activities that are either open-ended or developed with a flow-floor high-ceiling mindset. In this session, experienced educator and consultant David Innes will present some of his favourite low floor high ceiling activities for a secondary mathematics classroom. You can create open-ended tasks without the dread of a pile of onerous marking. These activities will be a mixture of Warm Up, Engage and Explore activities, with potential formative assessments. Participants will have the opportunity to try them out during the session and will be shown how they line up with the new curriculum.

Key takeaways:
1. Learn first, rules after.
2. Less words, more mathematics.
3. Differentiation is easier when the prompts are open.

Remember: Bring paper, pens, calculator.