# Julia Smith. Effective Classroom Approaches to.

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1 Julia Effective Classroom Approaches to GCSE Maths resits

2 Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a revision year Top tips, key resources and revision techniques Using the practice papers, sample assessment material & milestones Identifying next steps Slide 2 Copyright AQA and its licensors. All rights reserved.

3

4 That s the way to do it... Shanghai Maths... Masters... Innovation... Quirks... Llama Calmer Nov resits Walking Talking Mocks Student Leaders Awards Working breakfast

5 The Context of a Post-16 yrs GCSE Resit

6 The Wolf Report

7 Considerations Results Attendance Recruitment Class size Behaviour CPD Ofsted The new GCSE & grade issues The legacy year (materials)

8 The Policy Exchange Crossing The Line

9 The Students They have seen all the maths before, over a number of years - they have a D grade! They can do some maths They will have forgotten a lot since June Some will still have resat multiple times They don t feel too good about this

10 FE FE is resilient and proactive FE faces the challenge head on with aggressively obstinate students who don t want to be there... and often aren t FE Vocational Staff are teaching GCSE FE is not a miracle worker...but we have got time to prepare

13 Specification content The mathematical content is defined by the DfE s GCSE subject content and assessment objectives document. Subject area Foundation Tier weighting Higher Tier weighting Number 25% (35%) 15% (17%) Algebra 20% (17%) 30% (35%) Ratio, proportion and rates of change 25% (subsumed in other areas) 20% (subsumed in other areas) Geometry and measures 15% (28%) 20% (28%) Probability and statistics 15% (20%) 15% (20%) Figures in brackets show approximate weightings for the current qualification Slide 7 Copyright AQA and its licensors. All rights reserved.

14 Assessment objectives AO1 Use and apply standard techniques AO2 Reason, interpret and communicate mathematically AO3 Solve problems within mathematics in other contexts Slide 8 Copyright AQA and its licensors. All rights reserved.

15 Formulae Restrictions on which formulae can be given (see specification appendix and formulae poster for details) AQA have decided that formulae that can be given will be given in the question and not in a separate formulae sheet. Slide 9 Copyright AQA and its licensors. All rights reserved.

17 Content changes Five types Modified (eg up to 12 times table) Added to foundation tier (eg standard form) New to foundation and higher tiers (eg frequency trees) New to higher tier only (eg area under a curve) Gone (eg stem and leaf) Slide 12 Copyright AQA and its licensors. All rights reserved.

18 Modified content Some content is more explicitly stated, but may have been implied previously results from more assumed knowledge from earlier key stages For example: Key stage 2 requires knowledge up to 12 times table unique factorisation theorem limits of accuracy acceleration sequences of triangular, square and cube numbers ideas of randomness outliers expansion of more than two binomials Slide 13 Copyright AQA and its licensors. All rights reserved.

19 Content added to foundation tier - 1 Some content was previously on higher tier only is new content For example calculations and answers in terms of π standard form inequality notation in error intervals surds reciprocal graphs expanding and factorising quadratic expressions solving quadratic equations by factorising equations of parallel lines simultaneous equations density direct and inverse proportion (including graphical and algebraic representations) similar shapes (including trig ratios) Slide 14 Copyright AQA and its licensors. All rights reserved.

20 Content added to foundation tier - 2 trigonometry congruence (SSS, SAS, ASA, RHS) enlargement with fractional scale factors surface area and volume of spheres, pyramids, cones and composite solids arc length area of a sector Slide 15 Copyright AQA and its licensors. All rights reserved.

21 Content new to foundation and higher tiers Some content is completely new to both tiers. For example: systematic listing strategies Fibonacci type sequences quadratic sequences simple geometrical progressions pressure functions frequency trees Venn diagrams Slide 16 Copyright AQA and its licensors. All rights reserved.

22 Content new to higher tier only Some content is completely new but on higher tier only. For example: inverse functions composite functions graph of y = tan x velocity-time graphs areas under graphs equation of a circle / tangent other sequences nth term of a quadratic sequence rates of change iterative processes Invariance Equation of perpendicular line quadratic inequalities Slide 17 Copyright AQA and its licensors. All rights reserved.

23 Content not in the specification Some content is no longer included in the specification. For example: stem and leaf diagrams questionnaires and surveys chance words imperial to metric conversion factors Trial and Improvement reference to the Data Handling Cycle named sampling methods Transformations y = af(x) and y = f(ax) 3D Coordinates Slide 18 Copyright AQA and its licensors. All rights reserved.

25 Assessment Objective 1 Use and apply standard techniques Students should be able to: accurately recall facts, terminology and definitions use and interpret notation correctly accurately carry out routine procedures or set tasks requiring multi-step solutions Weighting: g F 50% H 40% Slide 20 Copyright AQA and its licensors. All rights reserved.

26 Assessment Objective 2 Reason, interpret and communicate mathematically Students should be able to: make deductions and inferences and draw conclusions from mathematical information construct chains of reasoning to achieve a given result interpret and communicate information accurately present arguments and proofs assess the validity of an argument and critically evaluate a given way of processing information Weighting: F 25% H 30% Slide 21 Copyright AQA and its licensors. All rights reserved.

27 Assessment Objective 3 Solve problems within mathematics in other contexts Students should be able to: translate t problems in mathematical ti or non-mathematical ti contexts t into a process or a series of mathematical processes make and use connections between different parts of mathematics interpret results in the context of the given problem evaluate methods used and results obtained evaluate solutions to identify how they may have been affected by assumptions made Weighting: F 25% H 30% Slide 22 Copyright AQA and its licensors. All rights reserved.

28 Key features of a revision year The Scheme of Work has to have some key features and be presented in a different way. What didn t work before will not work again! It has to look different. Recall Routine Revise Repeat Ready

29 Recall and Routine Recall a fast n furious starter name the 1st 20 prime numbers draw the parts of a circle sketch & name all the quadrilaterals l based on MA 48 Killer Facts for a C grade Routine practice, practice, practice Corbett maths 5-a-day Just Maths Bread & Butter 30 second challenges m4ths.com challenges

30 Revise and Repeat Revise key C/D borderline topics Hegarty Maths & Corbett Maths videos Just Maths Top 40 m4ths.com Help Sheet Resourceaholic Repeat prethomework.weebly.comweebly Corbett maths practice questions Topic questions Studymaths.co.uk

31 Ready? Passport Help Sheet Symballoo Mathematical Association Postcards Past Papers Milestones

32 Top Tips, Key Resources & Revision NCETM PD Module Do not presume students know how to revise Never assume they know the simple stuff Teach them How do you revise? What do you revise? Where do you revise? Why and who do you revise with? When do you revise? Answers on the tablecloth please

33 Top Tips Fake results... Double mark...once with grade gained, once giving g back all the stupid errors... Concentrate upon the language Problem Solving Framework Homework Mathematical Association Postcards QR reader for Starters Twitter, Moodle & Edmodo Whole Organisational Approach

34 Practice Papers, Sample Assessment Material & Milestones Used to past papers All about that C grade this year Diagnostic Questions Six Milestones Clever Marking

35

36 Identifying next steps... What observations do you have? What three things will you do as a result of the days training?

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