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Session 3 Gumley House School

Session 3 Gumley House School. Pietro Tozzi Head of Mathematics. Why change to Edexcel?. Mathematics A*-C rate was 59% (2002). Overall school pass rate was 75%. Science A*-C rate was over 70%. Low numbers of A* Grades in Mathematics. Mathematics results A-C. Reasons for change to Edexcel.

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Session 3 Gumley House School

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  1. Session 3 Gumley House School Pietro TozziHead of Mathematics

  2. Why change to Edexcel? Mathematics A*-C rate was 59% (2002) Overall school pass rate was 75% Science A*-C rate was over 70% Low numbers of A* Grades in Mathematics Mathematics results A-C

  3. Reasons for change to Edexcel Low take up atAS level Pressure from the Head (especially since English & Maths GCSE grades form the League Table statistic) Too many students below their Fischer predictions Many students who were achieving grade B/C in double Science were obtaining D for Mathematics Brighter students taking AS levels elsewhere – even for other subjects Large groups for Year 12 resit GCSE Maths course not successful in improving their grades Too many grade U’s (7 in 2002)

  4. Investigated Edexcel Linear and Modular GCSE Courses Initially one half of the Intermediate Tier classes followed the Modular course – Control Group Both top sets were taught the Linear Course Set 1 gained20 A*s (compared with no A* grades in 2003 and only 8 in 2004) Intermediate students who did Edexcel Modular were awarded 10 C grades compared to 5 grade C’s from the parallel group doing another board’s Linearcourse (2004) Action plan Results

  5. Higher classes continued with the Edexcel Linear Course [All students took the Modular course from 2006 Two-Tier Model] All Foundation & Intermediate groups were taughtthe Modular course The Full Edexcel switch-over 2003

  6. The Full Edexcel switch-over 2003SUCCESS A* - C rate climbed steadily from 59% to 86% over the next few years(No grade U’s since 2004 – hardly any F/G’s) 80% - 2005 81% - 2006 85% - 2007 86% - 2008 102 out of 191 (53%) of students exceeded their Fischer D and only11 students below their predicted grade (2007) Record number of students taking A-Level Mathematics and the returnof a Further Maths Group!

  7. Edexcel support E-spec to particularly help new staff with the specification’s fine details Maths in a box resource with paper and electronic booklets Clear (and ever-improving) website to find up to date resources and developments Ask the Expert support Dedicated email and phone lines which DO answer queries Graham Cumming’s stream of useful e-mail resources and links to almost everything! Past paper service for electronic versions of exams – Word versions most useful. Dedicated practice papers

  8. Resources Textbooks written by the exam team tailored to match the specification exactly ActiveTeach resources – an electronic textbook for use in class Formative Assessment sheets for every topic areaExample Assessment (1) Edexcelonline and ResultsPlus post exam servicesExemplar analysis sheet (2) Exemplar analysis sheet (2a)

  9. Change-over tips • Big Picture documents showing whole course outlines • Ensure staff, students & parents know the course structure • Exemplar sheet (3) • Schemes of work and past/practice papers should be made available on the school intranet and/or secure website • Provide SMT with the exam dates (including Mocks) to ensure that school trips etc are not planned at the same time • Tell your Exam Officer about the exam dates and potential resit opportunities – Prepare resit forms and discuss how tocharge the students • Get an Edexcelonline account from your Exam Officer

  10. Overall advantages Staff feel confident in delivering the Edexcel Mathematics GCSE Students know that their textbook covers the correct material at the required level of detail Concise textbooks for each Module have many advantages! For Modular courses give the students regular analyses of Uniform Marks and projected grade so far – it’s a great motivator! Exemplar Student Assessment sheet (4)

  11. Any questions?

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