1. Supported Experiments 2017
Jo Scott
Mathematics
Foundation GCSE Cheat Sheets

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

3. 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

4. The Experiment CHEAT SHEETS

5. Previous success – Functional Skills

6. Previous success – Functional Skills

7. Previous success – Functional Skills

8. 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

9. 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

10. 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

11. 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

12. 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)

13. Analysis of Results - example

14. 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

15. 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

16. 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?

17. 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

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

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