在为期一周的黄山成长之旅结束后，新的学年开始了。我们正在进入新的一年，今年，共有近100名学生，其中包括大约60名新生。我们的新生热情地开始了他们的新学习之旅，我们的老生也很高兴回到莱克顿继续他们快乐而有意义的学习，同时更熟悉IGCSE和A Level的数学课。

在莱克顿，我们将教学区分开来，以满足所有学习者的需求。在课程中，我们使用各种评估，包括诊断性评估、形成性评估和总结性评估。例如，我们使用入门卡（一个专题问题）来诊断学生的先前知识，并使用退出卡做出形成性评估，以检查他们是否在每节课结束时达到了学习目标。这种策略确保我们的学习者从每节课的开始到结束都能参与其中。

鼓励学生通过同伴教学和团队合作学习。学习者可以更好地从成绩好的学生那里学习，在分享自己的学习和见解的同时，教学者可以培养英语听说能力。教，就意味着学习两次。向他人解释或复述想法的学生可以巩固知识，提高口语和写作能力。这也可以建立和谐的同窗关系，创造一个充满爱心和凝聚力的环境，并最大限度地提高整体学习成果。

在学习数学的同时也引入了物理运动。运动可以刺激神经通路，加强记忆以及存在和意识的联系。这对一天中最后一段时间感到疲劳的学生特别有用，他们需要更新想法并延长注意力的时间。

在数学方面的英语发展，我们努力培养学生的英语听，说，读，写能力。例如，学生喜欢“魔术门”的点子，“魔术门”要求学生在进入教室的瞬间改说英语，他们在课堂上也有很多机会讲英语，因为他们会互相讨论关键的概念或想法。练习英语阅读技巧包括许多措辞问题。在做作业时，他们需要为每一步写出解释，以便他们能用数学语言表达他们的推理的想法。

通过这些数学教学策略，我们相信我们的学生将在考试中取得成功并展示他们所取得的所有进步。

After the amazing one-week camp trip to the Yellow Mountain area, the new academic year has started. We are entering a new year with almost one hundred students in total, including around sixty new Lucton students. Our new students are enthusiastically starting their new educational journey and our returning students are delighted to be back and continuing their happy and meaningful studies at Lucton while becoming familiar with IGCSE and A Level Mathematics.

At Lucton we differentiate our teaching to satisfy all our learners’ needs. During lessons, we use a variety of assessment, including diagnostic, formative, and summative assessment. For example, we use Entry Cards, a topical question, to diagnose students’ prior knowledge and an Exit Card as the formative assessment to examine whether they have achieved the learning objectives at the end of each lesson. This strategy ensures our learners are engaged from the start to the end of each lesson.

Students are encouraged to learn through peer teaching and teamwork. Peer learners learn better from more knowledgeable students who share their learning and insights, while developing English listening and speaking abilities. To teach is to learn twice. Peer teachers who explain or retell ideas to others can consolidate knowledge and develop speaking and writing literacy. This can also establish harmonious relationship between students, creating a loving and cohesive environment and maximizing overall learning outcomes.

Physical movements are also introduced while learning mathematics. Movements can stimulate neural pathways and strengthen memorisation and the connection with presence and mindfulness. This is particularly useful for tired students in the last periods of the day who need to refresh their minds and extend their attention spans.

In terms of English development in mathematics, we strive to develop our students’ English ability in listening, speaking, reading and writing. For example, students love the idea of "magic door" which is used to require students to speak English whenever they enter in the classroom. They are also provided lots of opportunities to speak English in class, as they discuss key concepts or ideas with each other. Many worded questions are included to practice English reading skills. When doing homework, they need to write reasons for each step so that they can express their reasoning ideas in mathematical language. 

With these mathematics teaching strategies, we are confident that our students will be successful in their exams and demonstrate all the progress they have made.