It seems that, no matter the year group or cohort, there are some topics in the extended IGCSE Maths course which students tend to perform poorly on. Many of these topics are inherently abstract, leaving little to the imagination in terms of how to bring those topics to life for students, and sometimes for teachers. This course gives new or less confident teachers effective teaching and learning strategies to help students progress in these topics ultimately leading to better performance in exams. Many of the ideas might also be of interest to more experienced teachers.


  • Equip you with effective strategies to help students to more clearly conceptualise troublesome topics in the IGCSE Extended Mathematics course
  • Explore how the use of technology can aid teaching of traditionally tricky topics for students in the IGCSE Mathematics course.
  • Practise research methods and pedagogy that aid retention of information leading to better outcomes in exams.
  • Share and reflect on teaching strategies aimed at improving creativity in solutions through a problem based and questioning approach to teaching
COURSE DATE Online | Tuesday 22 June 2021
  • Assistant Heads with responsibility for whole school Mathematics
  • Head of Mathematics at international schools
  • New or experienced teachers seeking to improve confidence in effective teaching strategies for difficult topics
  • Teachers new to CIE or teaching Mathematics internationally
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 – 10.30am
Raising achievement at IGCSE Maths, what does this involve?

  • What are the key differences between IGCSE and GCSE?
  • Feedback and grading 2019 and what this tells us about the standard high ability students are expected to meet
  • Analysis of the mark schemes – what were the examiners looking for
  • How to encourage top level students to ‘move up’ further and become independent learners
  • Getting top level students to produce the right amount in exam conditions in extended writing

10.30 – 10.30am
Introducing Vectors and Exploring Vector Algebra

  • We will explore effective techniques of how to teach the language of vectors through student involved practical activities as well as fun activities that the students can do in the lesson to ensure full understanding of the terminology.
  • You will hear how to teach vector addition/subtraction/scalar multiplication using dual-coding and other researched based techniques such as ‘brain dumps’ and ‘socratic questioning’.
  • We will show you how to help students transition from a basic understanding of vectors to developing skills with vector algebra and proof utilising visual tools and questioning techniques.
  • We will demonstrate a number of plenaries and starters that promote retrieval practice for students, but also help you as a teacher diagnose and identify where misconceptions are prevalent.
  • Link these strategies to the vital skill of decoding exam questions and solving vector related problems, to ensure exam success

11.30 – 11.45am: Discussion: coffee break

11.45 – 12.45pm
Teaching Matrices/Matrix Transformations

  • Explore activities that engage learners in learning the language of Matrices. We will see how game shows like Jeopardy, and board games such as Scrabble can be a regular feature in the Maths classroom. In addition, we will look at what strategies teachers can use to help improve exam technique for students such as ‘thinking out loud’ tasks, utilising visualisers, while all the while providing regular opportunities for students to reinforce their understanding of the language and concepts around matrices.
  • Connecting Matrices to Vectors (similarities/differences). Learn how to use visual cues (geogebra) and questioning techniques in order to develop the links between the two topics.
  • Identify common mistakes and misconceptions and how to combat them through effective scaffolding, targeted Afl techniques, and spaced assessment strategies. In addition, we will also explore specific reflection tasks for students that will help learners develop their own metacognition.
  • Explore using exam materials the different kinds of matrix questions that students will face and how the strategies in the session support students.

12.45 – 1.45pm: Lunch and informal discussion

1.45 – 2.45pm
Non-Traditional Ways to Engage Learners in a Maths Classroom

  • We will explore what current research is saying about teaching methods to engage learners and the implications of this in a Maths classroom. Here we will look at specific examples of how to embed various practices into your everyday repertoire through the sharing of best practice from around the UK.
  • We will facilitate small group discussions of how to put the principles into practice using the topics from previous webinars as a starting point. In these sessions, small groups will work together to create new ways of introducing difficult topics in the IGCSE extended course and will feedback their ideas as well as take constructive critiques to help develop them further.
  • We will give workable and sustainable schedule proformas for the successful embedding of the research based methods learned on the course to help you develop your own practice. In addition, we will signpost you to places that will further develop your teaching through personal research into teaching and learning techniques.

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 at Grades 7 to 9 – how is this different and what needs to be stressed
  • Resources and activities for supporting and practicing problem solving at the highest levels
  • Utilising these skills in the examination – expert guidance on what examiners are looking for

3.35 – 3.45pm
Plenary and conclusion

Aaron Eckhoff

Aaron has been a teacher of Mathematics for 15 years in the UK, working in the state and independent sectors. Aaron’s most recent role was as Director of Sixth Form and member of SLT at Claremont School in East Sussex. Aaron now mostly works with trainee teachers with E-Qualitas and delivers training days to Maths teachers on a regular basis as part of his role. Before coming to the UK, Aaron trained as a Maths teacher in Minnesota (USA) as well as New Zealand. Aaron is passionate about helping students unlock their learning potential, as well as helping teachers to unlock the potential of their students through effective teaching practises that promote learning as a process.