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Where can I find help for Intervention and Support for GCSE mathematics C/D Borderline Students?


Created on 10 October 2011 by ncetm_administrator
Updated on 05 June 2013 by ncetm_administrator

 

Where can I find help for Intervention and Support for GCSE mathematics C/D Borderline Students?

Overview

The NCETM portal provides a range of support and ideas for teachers working with GCSE Grades C/D mathematics borderline students. This includes: a professional development module; a subject leader’s piece on some of the key issues to be considered; and classroom activities.

NCETM communities have often discussed aspects of maths C/D borderline interventions – such as top tips, inspiring trips to help with motivation, which GCSE tier to go for, the support that HLTAs can give – while some NCETM-funded projects share their experiences in working over several months to investigate support for students predicted maths Grade D or below.

Your good ideas and experiences can be saved in your Personal Learning Space for future reference.

Resources

Discussion Point

Explore a piece of mathematics

  • The first challenge with C/D borderline students can be engaging them. Here is the approach of one teacher:

“Looking for a homework to engage my C/D borderline class I came across the Workplace Maths microsite on NCETM. I uploaded the video clips to our school VLE and set my Year 10 class the following task: Watch one of the clips and submit a brief description of the Maths that is used in the job.

“The quality of responses from students varied, but they all came in next lesson talking about the clips they had watched.

“Having found the clips, I’ll certainly be using them as a starting point for some of my other lessons in future weeks.”

  • Several teachers have shared and explained some of their favourite resources in What Makes a Good Resource? Always, Sometimes, Never is an example of an effective structure in which groups of students analyse, share and influence their understanding of key concepts, in this case multiplication and division.

Learning from each other

It has been said by some recently that ‘teachers learn best when they learn from each other’. If you know of another link to an activity or resource on the NCETM website that you think would be useful or appropriate for readers of this guidance, please use the comments box below to let us and them know of your idea.

Courses and Networks

We have many courses and networks available, search in our Professional Development Calendar to find a suitable course or network.

Personal Learning

“Activity by itself is not enough; it is the sense that is made of it that matters” (DRIVER, R. (1983) The Pupil as Scientist?, Milton Keynes, Open University Press.

For the things you have tried out for yourself in your own classroom to become useful pieces of professional learning, there is a need to capture them, reflect upon them and remark on them. The NCETM Personal Learning Space (PLS) allows you to do this.

  • Use My Learning Journal to collect your thoughts and reflections as well as to log actions; documents can be attached to your entries. You could do this now by visiting your own PLS.
  • Use My Favourites and Notes to take note of and organise interesting things you have found (like this page) and want to return to easily in future.
  • Use the Sharing and Contacts facility to share elements of your PLS with colleagues, selecting them from your own list of contacts
  • Use the “Request a reminder” function

Find out more details of these and other functions of the PLS.

 
 
 
 

 


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