ÃÛÌÒapp

The learner will get all three marks for clearly stating the answer, in this case 31.2. However, if they were to get that wrong, they would getÌýone mark for knowing they need to add the numbers up (showing theirÌýworking) and two marks for doing this and then dividing by four. Even if they added the numbers up incorrectly, they would still get marks. There is no harm in walking the learners through how the questions are marked if it means they may get some process marks.Ìý

Carrying Out ChecksÌý

This oldÌýfavouriteÌýis in there again.Ìý

Checks are not being carried out by a significant number of learners.Ìý

• If a reverse calculation check is requested a calculation AND answer is expected.ÌýIf no original working is shown how can aÌýlearner,Ìýthen show a reverse calculation?ÌýÌýÌýAnother reason whyÌýthe need forÌýworkingÌýisÌýagain key.ÌýÌý
• If estimation is requested, then learners should estimate key figures and show a simplified calculation which they should be able to carry out ‘in their heads’.Ìý
• If the learner is asked to simply show a check, then they are allowed to choose which check to show.Ìý

Carrying out checks are so important and should really be a natural part of what a learner does in the classroom, in the assessment and, in reality, inÌýeveryday life. Carrying out a check not only helps them answer the check questions, but it also helps ensure their answers are correct more of the time.Ìý

Using CalculatorsÌý

The use of calculators should also be practiced, it is not enough to assume that learners can effectively use a calculator.ÌýTypical things seen are:Ìý

• Some learners do not use all the figures on their screens when continuing a calculation and so lose accuracy marks. For example,Ìýif money is being used just working pounds is notÌýfunctional,Ìýwe expect the learner to work in pounds and pence throughout the question.ÌýÌý
• Some learners continue to use pen and paper methodsÌýwhenÌýworking on the calculator section of the paper. ThisÌýis not good practice.ÌýThe timing of the paper does expect the use of a calculator and the figures used are also intended to be processed by a calculator.ÌýAppropriate use of equipment is a requirement.Ìý
• Learners do need to be able to use the equals and clear buttons appropriately.ÌýErrorsÌýare occurringÌýwhenÌýpreviousÌýnumbers are not clearedÌýproperlyÌýand they carry over into a new calculation.Ìý
• Efficient use of calculators should be encouraged.ÌýFor example,Ìýwhen addingÌýfourÌýnumbers they should be added as a string and not just two at a time.Ìý

New AreasÌýOfÌýTheÌýCurriculumÌý

All new topics should be taught prior to taking an assessment. While we understand that scheduling assessments through the year means learners may have not completed all their guided learning hours,Ìýassessing prior to the completion of learning is setting up many learners to fail and would not happen in other subjects. You would not expect a history learner to complete theirÌýGCSEÌýwithout having studiedÌýall the subjects, nor would you expect an apprentice to complete theirÌýEPAÌýif they had not covered all the content.Ìý

Many learners are not able to group data in equal groups, find simple interest (new topics at level 1) nor are they able to find compound interestÌýor estimate the meanÌý(new topics at level 2). TheseÌýskills have improved over theÌýyear,Ìýbut further improvement is still possible.ÌýTo support this, ÃÛÌÒapp has produced someÌýadditionalÌýassessment style questions on some areas ofÌýnew contentÌýto give tutors and learners more opportunities to practice. These areÌýavailable under resources onÌýourÌýwebsite -

Old AreasÌýOfÌýTheÌýCurriculum

In addition to theÌýnew content, there are some older topics that could still be improved.Ìý

DivisionÌý

Learners need to have a better grasp of long division, especially for the non-calculator paper.ÌýThe evidence from the assessmentsÌýshowsÌýthis is still a struggle for many learners and that teaching time should be set aside for this skill.ÌýThe question on mean aboveÌýrequires the learners to be able to divide. Not being able to do so will cost them a minimum of a mark in that question.Ìý

Area, Perimeter and VolumeÌý

There is an ongoing issue with some learners confusing area,ÌýperimeterÌýand volume. Tutors are encouraged to discuss the differences and look at words which may be in questions to help learners differentiate the required skill,Ìýe.g.Ìýedge andÌýperimeter;Ìýcover and area.Ìý

It might help to look at the practical sideÌýwithÌýthis andÌýtryingÌýto relate it to something they know. Working with professional footballers fromÌýSouthendÌýUnited, I used to describe perimeter as the line around the edge of the pitch and area as the space inside the penalty box. Once they had grasped this understanding, they were able to apply this to different contexts in their assessments.Ìý

Top Ten AreasÌýOfÌýWeaknessÌýForÌýLearnersÌý

These are the top ten areas of weaknessÌýdemonstratedÌýby learners in their assessments. We would really recommend spending some time thinking about these topics andÌýlooking atÌýourÌýexemplification documentÌýfor some ideas on what the learners need to know and how we might approach the questions:Ìý

Level 1Ìý

• Simple InterestÌý
• Grouped Frequency TablesÌý
• BearingsÌý
• ScalesÌý
• Pie ChartsÌý
• ChecksÌý
• Area/Perimeter/VolumeÌý
• ConversionÌý
• Mean/RangeÌý
• Negative Numbers/BidmasÌý

Level 2Ìý

• CalculatingÌýWithÌýFractionsÌý
• CompoundÌýInterestÌý
• PercentageÌýFindingÌýTheÌýOriginalÌýValue/PercentageÌýProfitÌý
• EstimatingÌýTheÌýMeanÌý
• InverseÌýProportionÌý
• CircleÌýFormulaeÌý
• Area/Perimeter/SurfaceÌýArea/VolumeÌý
• InterpretingÌýTheÌýRangeÌý
• RatioÌýPart toÌýWholeÌý
• CompoundÌýMeasuresÌýInÌýProblemsÌý

ResultsPlusÌý

The final piece of advice would be to ensure you keep usingÌýResultsPlusÌýto see the areas of weakness that your learners have after their assessments, even if they pass. This not only allows youÌýsupportÌýthem in theirÌýresitsÌýor progression, but you may also be able to see trends across your learners that might help you evolve your teaching and improve results.