About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.


Personal Learning Login

Sign Up | Forgotten password?
Register with the NCETM

Stories of change - moving beyond '1'

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 November 2009 by ncetm_administrator
Updated on 07 April 2010 by ncetm_administrator

At our school we were extremely pleased with feedback from pupil voice that rated the learning in mathematics as very strong. The mathematics faculty had been held in high regard within the school for some time, and due to this fact there was always a certain keenness to carry on studying mathematics at AS/A2 Level.  This resulted in us being faced with the (admittedly positive) problem of certain learners wishing to start an AS Level in Mathematics when it was probably going to be a real struggle for them; for example, those who had worked hard for their GCSE grade C, but it was fair to say were not the most natural of mathematicians.  Due to timetabling restrictions and staff expertise, it was not possible to offer the full A Level in Further Mathematics – although there had been some success at AS Level. Along with many other schools we also held GCSE resit classes for those who had just missed out on the grade they required.

As subject leader I felt confident that the buzz about mathematics that existed served as an excellent incentive to continue mathematical study post-16, but that it would be appropriate for us to offer something for learners of all abilities:

  • firstly, I worked with the Further Maths Network to arrange tuition for the elements of A2 Level Further Maths that we had not been able to support. Through this, video conferencing and visits to higher education provider, the first year alone resulted in one student gaining an unconditional offer to read Mathematics at a highly regarded university
  • the Key Stage 5 coordinator also investigated, and then introduced, AS Level Use of Maths. We felt that this would be attractive to those GCSE grade C candidates for whom the standard AS Level might prove to be a challenge too far. Within three years we had to timetable two classes due to the popularity of the offer
  • we collaborated with the school’s SEN department to provide Basic Skills / Application of Number for those learners for whom a GCSE grade C is not a realistic target. 


 Back to top





Comment on this item  
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item



There are no comments for this item yet...
Only registered users may comment. Log in to comment