Keeping the momentum for post-16 GCSE Maths
Published
Monday 11 Dec 2023
Author
Julia Smith
Published
Monday 11 Dec 2023
Author
Julia Smith
Your post-16 learners will have already struggled with GCSE Maths – hence the resit. So how do you help to motivate them and maintain momentum as you move towards exams?
Julia Smith, post-16 expert and member of our maths expert panel, talks through four key areas of focus and shares teaching resources to help your students gain a grade 4 or above.
Whilst the principles discussed in this blog are aimed at the post-16 resit cohort, there are many suggested approaches that will also work for borderline year 11 students as they approach GCSE Maths exams at Foundation tier.
Years of classroom practice and research into the 5Rs principles and practices means that we, as teachers, are well-armed and resourced to meet the challenges of post-16 resits. Keeping the momentum going is a priority.
A good way to start is to explain to your students the real benefits of a grade 4 outcome, as evidenced through National Numeracy:
Repeat the benefits and acknowledge the difficulties that students have in engaging with something that they either don’t like or don’t feel confident in.
Share student success stories and reiterate the positive benefits from having a good maths grade. Resilience, persistence and tenacity are required from both learners and those delivering to this cohort.”
Once you’ve explained the benefits of a grade 4 to your learners, you can then discuss the areas of focus that are key to better success. These are:
When we analysed the most recent set of scripts, 30% of the June 2023 cohort couldn’t identify the square number from a list of numbers under 20; nor could they identify a multiple of 4. A large number of learners had trouble with measuring a line accurately, and also converting it from centimetres to millimetres. 65% of the cohort couldn’t square a negative number correctly. We assume that learners should know fundamental skills by now, but they often don’t. This has been exacerbated by the pandemic.
To help your learners improve their fundamental skills, take a look at our new blog and resources.
Build the basic skills to create a solid and secure mathematical foundation. The nine basics of maths that form the cornerstones are:
This cohort will probably have some difficulty in the fluency of subtraction, division, fraction calculations and fraction equivalencies. Spending time to develop this fluency will pay dividends within other skills areas given the hierarchical nature of maths. It’ll also enhance problem solving performance as fluency is such an intrinsic part of this.
To support learners with their basic skills, you can use the AQA basic skills tests and rationale.
Poor use of a protractor, compass, ruler and calculator is another issue for students, as evidenced by Reports on the exam. The pandemic has also compounded the issue as learners did not use the tools anywhere near enough, if at all. These tools require practice to be able to employ them to good effect.
To support with this, read our guide on mathematical tools for the job (1.3 MB).
Poor exam technique impacts learners’ outcomes. Reading the question properly remains an issue and is probably a perennial one. When asked to draw a rectangle, some drew a triangle.
When asked to multiply two primes to give an even number between 50 and 60, some chose a prime and a square number, some used the number 1 as the first prime, and some chose numbers that didn’t produce an answer between 50 and 60.
Poor exam technique ranges from issues such as not reading the question carefully to not writing down the numbers clearly enough and also muddling up the language (eg mean, median and mode). Other issues include not answering the questions fully and not showing working and methods.
By working on good exam technique, you can commonly gain another 8 marks or so. Focus on this within every session and identify good practice wherever possible. For support with this, see our ‘Small things make a big difference (2.0 MB)’ resource.
Improvements made to the AQA papers show that the first 8 to 10 questions should be the ones where these learners make minimal mistakes. Focusing upon the very best exam performance in the first questions on every paper will set learners up very well for a better overall outcome.”
Maths is a physical thing. You can’t just read about it or look at it on a poster. You have to do it yourself. Good routines are hard to set but once in place they’ll yield good benefits. Daily maths, like exercises, challenges and games, will help develop mathematical fluency. They’ll also improve problem solving ability as fluency underpins this.
50% of the Foundation tier exam tests assessment objective (AO) 1, which looks at recall and routine maths, and needs a good level of mathematical fluency. Talk to your learners about the AOs – our AO guidance may be useful to you.
By shoring up fundamental and basic skills, reasoning and problem-solving performance, you’ll help move your learners from ‘page turners’ (those who don’t like the look of a question or don’t know where to start) to individuals who have range of mathematical skills that they are able to apply to questions with a degree of fluency that has previously been lacking.