This course will provide advice and guidance on how to ensure that your students achieve the highest grades for AQA GCSE Maths. It builds upon experiences from the first 7 examination series, using feedback from student results and teacher experiences. Delegates will explore high quality and successful teaching approaches for the content, in addition to working on strategies to support the development of AO2 and AO3 techniques at KS3 and KS4.

** laptops and internet access needed throughout the day.


  • Gain expert knowledge and guidance, utilising information about the first 7 examination series of the new Mathematics (9-1) GCSE to provide stimulating ideas for ensuring high quality student performance
  • Obtain resources and ideas that help develop high level student reasoning, understanding and confidence
  • Consider actual student responses from a number of these exams
  • Share successful practice and develop revision courses for Year 11 students
  • Motivational ideas and methods to increase student success in achieving Grades 7 and above
COURSE DATES Online | Monday 15 November 2021
London | Monday 7 February 2022
  • All teachers of AQA GCSE Mathematics
  • Heads of Mathematics
  • Non-specialist Mathematics teachers who may be delivering revision sessions for Year 11
  • Trainee teachers; NQTs and members of the SLT responsible for Mathematics
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

10.00 – 11.00am
The challenges for students aiming for Grades 7 – 9

  • Exploration of what differentiates the highest achieving students in AQA Maths
  • Moving between the levels – the key points for improving student grades between Grades 7 and 9
  • Investigate key areas of the specification which draw out higher achieving students and how the exams target these
  • Excellent usage of resources and facilities to support high achieving students: methods and ideas to take back to the classroom

11.00 – 11.20am: Discussion: coffee break

11.20 – 11.50am
Teaching the Higher tier

  • Resources and approaches for teaching the more complex areas of the specification: what are these and why are they challenging?
  • How to maintain student focus and make best use of the multiple choice questions to harvest the 10% of the total marks available
  • Supporting students’ understanding through the use of real-life questions – how to do this to ensure high quality results
  • Designing learning to develop fluency, reasoning, understanding and inference

12.30 – 1.30pm: Lunch and informal discussion

11.50 – 12.30pm
Examiner feedback from student performances over the last 7 examination series

  • Exam feedback: key areas of strength and areas for improvement and how to utilise this information to improve your students’ likelihood of success in the exams
  • Understanding and teaching to the highest level the questions which target the higher grades: what are they and what are the examiners looking for
  • Providing feedback in the classroom to ensure ongoing high performance: advice that works

12.30 – 1.30pm: Lunch and informal discussion

1.30 – 2.30pm
Teaching the new content of the Higher tier GCSE

  • With a particular focus on the topics which overlap with the AQA Level 2 Certificate in Further Mathematics such as algebra and geometry
  • Includes marking exercises and suggested classroom activities
  • How to best utilise resources for teaching this area of the specification: what should you look for in a resource?

2.30 – 2.45pm: Discussion: afternoon tea

2.45 – 3.35pm
Developing problem solving for higher level thinking

  • Considering progression and assessment in problem solving
  • Devising resources and activities for supporting and practicing problem solving
  • Utilising problem solving skills in the examination – how to teach what examiners are looking for

3.35 – 3.45pm
Plenary and conclusion