Supported Experiments 2017 Jo Scott Mathematics Foundation GCSE Cheat Sheets

Introduction Successful experiment from 2016 Carried forward from Functional Skills to GSCE for 2017

Planning Key Priority area – exam results Research ideas – revision aids “cheat sheets” Trying it out with a group of learners – building on last year’s success How can it be used in a lesson - creation How will it enhance the learner experience – using own resources

The Experiment CHEAT SHEETS

Previous success – Functional Skills

Previous success – Functional Skills

Previous success – Functional Skills

What went well? Individualised for students Used any format that suited them Could use colour, pictures, creative flow Helps them remember key facts Using association for memory support They take ownership of their learning Can keep for all assessments/exams

Taking it forwards to GCSE GCSE students have their exam at the end of May 2017 Need to revise from January 2017 1 revision hour per week Using Assessment 2A in February 2017 to assess impact Working towards improving final exam results

Rationale for choosing GCSE group A Large group Less time for 1-1 support and help Wide range of confidence in the subject throughout the group Unexpectedly low assessment results for Assessment 1 for some students Easy to analyse as they have all completed My Maths activities

How will the impact be assessed? Students will not have used cheat sheets for Assessment 2 1 group to produce cheat sheets for Assessment 2A Feb 2017(covers same topics) Compare and contrast with another group who use traditional revision methods

Resources needed Computer room (2153 each week) Analysis of assessment results/My Maths Maths Watch videos and assessments My Maths analysis reports Pens, flip chart paper Any software can be used – Word, Powerpoint etc so is also mobile friendly Time (third hour each week, Wednesday)

Analysis of Results - example

Analysis Analysing student results leads to:- Individual revision plan; - enabling students to:- Focus on specific areas and then:- Create cheat sheets to help with these areas This should lead to improved assessment/exam results

Dateline – W/C 9th Jan 2017 – prepare resources 16th Jan 2017 – analyse data, set specific topics and arrange groupings 23rd Jan – 3rd Feb – create “cheat sheets” in lessons 6th Feb 2017 – Assessment 2A 20th Feb 2017 – Compare results, analyse impact and report on results

POSSIBLE PITFALLS/BARRIERS As a coach, my own time to work on the experiments is limited Will only one measurement (assessment 2A) be enough to really assess if its had an impact? What evidence-based research could help me further – have I checked everything thoroughly?

Implementation Used Assessment 2 results to focus on weaker topics 3rd GCSE hour of the week – used to create the sheets Students given free reign to use whatever method they liked. Should then see improvement in scores in Assessment 2A

Honourable Mentions – Assessment 2A Improved their score from Assessment 2:- Rhiannon + 53% Brooke +35% Katie + 21% Grace +17% Emily + 15% Abbie +12% Chloe +9%

Honourable Mentions – Assessment 2A Improved their score from Assessment 2:- Sophie +14% Bethanie + 12% Lauren +9% Mark + 8% Shane +6% Ignotas and Dom +3%