This course is designed for GCSE Mathematics teachers and Heads of Departments in colleges and schools offering resit courses for GCSE Mathematics. The day offers an opportunity to consider the perennial problems of confidence building, course structure and teaching & learning strategies for the key areas of the foundation tier.

The change in GCSE specification will cause unique problems for students sitting GCSE in 2016 and resitting in 2017. This course will look at the particular issues faces by this cohort: how to make best use of the November window, how to cover new material and how to prepare for a new style of assessment material.

BENEFITS OF ATTENDING

  • Identify key issues and challenges faced by teachers in a resit class
  • Develop strategies for confidence building
  • Develop intervention, assessment and feedback to get more C grades
  • A range of effective strategies for the key areas of the foundation tier
  • Think how to structure your course to make best use of limited time
  • Consider the particular needs of the 2016-17 cohort
  • Take away resources to use in your own context

 

“Very informative, really useful and a good atmosphere. Great ideas to use in the classroom.” – Birchwood High School, Tuesday 8th November 2016

 

COURSE DATES
London, Wednesday 21 June 2017
London, Thursday 16 November 2017
WHO FOR?  Heads of Department

All teachers delivering GCSE resit Maths

COURSE CODE 6464
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
Detailed notes On-line materials
Powerpoint presentations CPD Certificate
 High quality training facilities Sit-down buffet lunch

 

1

10.00 – 11.00am: Key issues in teaching resit students – confidence and engagement

  • Identifying key issues and challenges faced by teachers in a resit class
  • Establishing supportive relationships in the classroom
  • Lifting the curse of the unknown times tables
  • Embracing a variety of approaches – “whatever works for you”
  • Dealing with negativity in the classroom
  • Ensuring students take responsibility for their own learning
  • Focussing on assessment for learning
2

11.00 – 11.15am: Break

3

11.15 - 12.15pm: Getting the best from the November assessment window

  • Considering the need for additional contact time
  • Establishing key areas to concentrate on for maximising improvement
  • Strategies for dealing imaginatively with past paper questions
4

12.15 - 12.45pm: Dealing with the new style of questions

  • Using the “idiot approach” – a simple minded approach to problem solving
  • Learning how to reason, interpret and communicate mathematically
  • Learning how to solve problems within mathematics in other contexts
5

12.45 - 1.45pm: Lunch

6

1.45 – 3.00pm: Looking at additional material on the new specification

  • Being aware of what extra material is now in the specifications
  • Considering accessible ways of learning topics including:
    •  Trigonometry
    •  Quadratic equations
    •  Some additional types of sequences – quadratic, Fibonacci, geometric
    •  surface area and volume of spheres, pyramids, cones and composite solids
    •  congruent shapes
7

3.00 – 3.45pm: Teaching and learning at Foundation level

  • Teaching use of calculators – table mode
  • Using visual methods
  • Learning ratio without fractions

Rose Jewell

Rose Jewell MA (Oxon) is an experienced sixth form Mathematics teacher both in schools and sixth form colleges. While she was in charge of the GCSE at her previous college, the college was identified by the DfE as one of the leading providers in the country with one of the highest pass rates in the country. She is a Senior Examiner at A Level and a Deliverer of Training for a major awarding body. She is the founder of JewellMaths providing training, tutoring and resources.