Post 16 Projects

Developing Core Maths Pedagogy

The project aims to make use of recent examiner’s reports and feedback in Core Maths to develop resources and techniques to improve outcomes in 2021. Teachers with different levels of experience will work together collaboratively to target challenging topics through reflection and sharing of best practice. Time will be given to develop, implement and evaluate resources during the year, working towards a base of evidence for success. A network of participants will be established leading to channels of communication that will support teaching of Core Maths during the current academic year and beyond.

Developing A Level Pedagogy (including Use of Technology)

This Work Group provides national support for the effective development of pedagogy in the teaching of A level Mathematics to enhance the quality of teaching and the conceptual understanding of students.

Work Groups aim to develop and sustain regional communities of practice involving collaboration between teachers in developing pedagogy in their teaching of A level Mathematics.

The focus of this Work Group is on developing pedagogy in A level Maths teaching and development of participants as leaders of A level teaching professional development in their own school or college.

Supporting Post-16 GCSE Resit Work Groups

Work Groups will explore effective ways of teaching key content to GCSE resit students and effective ways of working with teachers of post-16 resit GCSE. Participants will, through collaboration and experimentation, deepen their knowledge and understanding of the curriculum demands of GCSE Maths and their awareness of pedagogical approaches that best support students taking GCSE for the second time.

Participants’ departments will, through shared good practice, become more effective at teaching GCSE resit, for example by wider and more confident use of teaching approaches such as barmodelling, multiplicative reasoning or realistic contextualisation.

Provision will also be influenced by understanding the unfolding support that will be required for transition to the post-16 environment with awarded grades rather than examination result.