This course will focus on strategies, resources and techniques for those teaching GCSE mathematics for the first time. Through the day we will explore a range of types of resources in key mathematical topics (including algebra and ratio and proportion) as well as the new to GCSE topics, and consider what the benefits of different resources and questions might be. Each session will also include key revision strategies to us in class. Participants in the course will leave with new ideas, new resources ready to use and the understanding to create their own resources as a custom fit for their own classes.


  • Develop teaching and learning strategies for key, carefully selected Foundation and Higher Tier GCSE topics
  • Take away a range of revision strategies and resources for effective GCSE teaching
  • Understand the assessment demands at GCSE
  • Engage with exemplar student material and example questions
  • Prepare students to score highly on the multi-mark, problem solving questions
  • Explore tasks and teaching strategies to get students to think deeply about the mathematics and make connections across topics


London Thursday 18 October 2018
  • NQTs
  • Those new to teaching GCSE mathematics
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues



10.00 – 11.00am: Overview: Subject Content of the GCSE specification

  • Understanding the structure of the GCSE and the progression though the course
  • How the specification fits together within Foundation and Higher Tiers
  • How to interpret the mark schemes, examination demands and the depth of the questions to plan appropriate teaching approaches
  • Engaging with example questions and exemplar student material

11.00 – 11.20am: Discussion: coffee break


11.20 – 12.40pm: Teaching the foundation tier for the first time

  • Teaching strategies to support foundation tier students access key topics that were previously only taught at higher tier
  • Teaching trigonometry, top end algebra (simultaneous equations), percentages and ratios
  • Different questioning techniques at Foundation Tier to encourage mathematical thinking, improve understanding and support progress
  • Questions and short tasks to stretch and support students when revising

12.40 – 1.40pm: Lunch and informal discussion


1.40 – 2.50pm: Teaching Higher Tier Maths for the first time

  • Teaching strategies to help higher tier students access additional, more challenging topics, for example:
  • Quadratic sequences and equations, including completing the square and algebraic proofs
  • More advanced questioning techniques to encourage deeper mathematical thinking, improve understanding and support progress at Higher Tier
  • Explore tasks to support GCSE students in making connections between different areas of mathematics
  • Strategies for sequencing questions to encourage students to see the mathematical structure as they work on a task
  • Effective higher tier revision skills

2.50 – 3.00pm: Discussion: afternoon tea


3.00 – 3.50pm: Teaching for problem solving and final discussion

  • Solving problems is key to doing maths and the new GCSE has a greater focus on this important skill. This session will build on the content from the previous sessions to explore practical strategies to develop problem solving skills in the classroom. We will consider what it means to get better at problem solving and how to support students as they struggle with a problem
  • Develop examination technique for unstructured, high mark questions such as ‘explain your answer questions’
  • How to get students to break down and interpret a problem well
  • The session will be followed by a brief discussion and summary of the day

Richard Perring

Richard is a maths teacher and consultant working for South Dartmoor Community College in the Southwest. Since starting teaching he has worked in schools in Suffolk and Devon, for the National Strategies and NCETM. Since starting teaching he has worked in schools in Suffolk and Devon, for the National Strategies and NCETM. He has also worked on a wide range of projects for organisations including Pearson, Hodder, Harper Collins, Bowland Maths and Lasalle Education.