Resources and CPD for those working with students resitting GCSE Mathematics
If you are teaching students who are resitting GCSE Mathematics, and you are looking for activities which will reinforce their learning and deepen their understanding of mathematics, then this page is for you!
Here you will find links to practical activities and resources which can be downloaded and used with your students. Many of them are set in the context of CPD and we hope that you will be able to use these with your colleagues for your own professional development.
Teaching GCSE resit students presents different challenges from those faced by teachers of KS4 students. There can be negative attitudes to mathematics, deep-rooted misconceptions and pressure to support students over a short time frame. You will find these issues and others addressed in the sections:
In addition you will find in the Resources section a wealth of teaching and learning resources under these headings:
More resources will be added throughout this academic year and we have also set up a community where you can share your resources and ideas and discuss relevant issues.
How are the needs of students resitting GCSE Mathematics different from those of pupils sitting GCSE in Year 11? What strategies can you use to respond to these needs?
Revisit the Improving learning in Mathematics professional development materials. In particular, you may want to reflect on the nature and causes of learners’ mistakes and misconceptions and consider ways in which you might use these mistakes and misconceptions constructively to promote learning. Work through Session 6 of the NCETM Post-16 Module and post your reflections in the community.
Explore a piece of mathematics
Choose one of the resources from Number, Algebra or Probability. Try to choose a topic which you have found difficult in the past either as a learner or as a teacher. Work through the resource. Would such an activity have helped your understanding? How would it enable your learners to make progress? Challenge yourself to do some harder mathematics on the same topic.
The Content Knowledge sections in the Mathematics Teaching Self-evaluation Tools are designed to give an overview of the important concepts and big ideas. Why not have a look at the Key Stage 5 section to see where the ideas you are teaching go next?
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.
There's also an online discussion forum where you can find out how others are using the resources, and where you will find more resources.
There are many courses and networks available: search in our Professional Development Calendar
to find a suitable course or network.
Are you a member of one of the mathematics subject associations? Joining a professional mathematics subject association can provide you with essential support, through involvement in a community with like-minded professionals. Find out more
about the subject associations, and how becoming involved can help your professional development.
“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.