Is it usual to need a grade A GCSE to do A level maths now?

That does seem odd, circular although tbh so many things other schools do seem odd to me, when maybe they have good reason for doing them! How is she finding the differentiation?

Re communication issues, sixth form open evening in October time is when we get asked 'Am I good enough to do A-level?'. In the OP's case, they would have been told that being in a middle set and with a predicted grade B, probably not and other choices should be looked at. That would have given the OP nearly a year to come up with a plan (including really pushing for an A at GCSE with possible module resits) instead of a last minute rush.

Agree re lack of input / info re son, feel a bit sorry for him tbh. I think my ds13 may have more control of his academic path...

There does seem to be some kind of communication issue with the school there.

I'm also wondering what the son's input in all this is. Has not he discussed his future career choices with his teachers, including a discussion of predicted grades and their consequences?

It seems to be all about father goes up suited and booted, mother decides he is capable, we feel he needs A-level maths, mum rings the local college. Where is the son in all this? Why isn't he doing these things for himself?

I'd expect a 16yo to have a little more involvement, particularly if he wants to do a difficult A-level which is above his predicted grades. I would have thought the college would require evidence that he is a mature person who is capable of organising himself.

Those are skills he should start practising now, in preparation for his university interview.

Just thinking about this whole A level choices business, and how much parental influence needed.

Looking back, I think I did influence quite heavily on GCSE choices. As DD used to love science, I told her to stick with 3 separates(which counted as an option) rather than droppng to double and taking Drama. Or if she was really unhappy with science, to take a 2nd MFL.
I think the whole ebacc thing influenced too, and she really regretted taking Geography - that and English were he lowest results. She did well in the sciences, and nobody at her school got above a B for Drama, so her choices probably maximised her results.

But then you think is it really all about maximising results?
She gas chosen difficult subjects as she thinks she can do better in them, her weakest skill being writing.

This thread has really started me thinking though, does an A in maths and a B in English really mean you are better at maths rather than it being just as easy to acheive both, as an above average all-rounder?

We also know many DCs that are choosing some unusual mixes of subjects, usually those that don't know what they want to do, or only 'need' one subject, so anything else goes.

I wonder if enough advice is being given at the time if making the choices?

In the OPs case, if a B was predicted all along, why was this not raised in Dec/Jan when provisional choices would have been made?

Thanks for the info Noble, that does make sense.

Baffled as to why DD has been given the C1 differentiation section on Mymaths to go through.
I've directed her back to the CGP Headstart book as she has forgotten so much in 6 months.

I don't know about suggestions for careers based on school subjects - the world is vast and career opportunities are legion. My son really gets the sciences and maths, but his English is fair to woeful. I have no clue what he will do. Medicine is possible, veterinary science is also possible, but he has a bit of an entrepreneurial streak and might set up his own business. Or he might be an accountant. He told me last term that he wanted to be a physicist. A year previously he mentioned medicine. Who knows at this stage?

Strangely the school says Chemistry, Physics, Biology and Maths are the most difficult subjects. So they might be for most people, but what if your child is the one that has had to struggle with French, Music, English Language and bid their time to do the supposed hard four?

So what alternative careers would you suggest to a DC like this?

HarumScarum I agree - when your children are about 16 you begin to realise that what you think is best and what they think would be best don't necessarily coincide. At the same time, they need constructive advice - it's a difficult balance to get right.

There is a lot of stuff talked about knowing your children and knowing what's best for them on MN and by and large I agree with it. It's normally in respect of children who are too young to really know what's best for them - babies and toddlers and primary school-aged kids. I don't think it's the same for a child of this age, nearly an adult, tbh. I was pushed into doing science and maths A levels (and was far far better at those subjects than the OP's child seems to be) but wasn't happy or fulfilled in taking that direction of study. At GCSE+, perhaps the children should have at least as much input as the adults as to where their future studies should take them. They won't be children for much longer.

hismum - a lot of MNers 'think' they know their DC; but when repeatedly asked the question what their DC want they refuse to answer.....just like the op

If something is hard, it doesn't necessarily means DC will only get a D or that they should drop it.
Jella is acting on her conviction that her DS is capable scientist and mathematician but his maths education suffered since primary school. She is prepared to remedy this by tutoring him intensively herself. She may feel engineering career is most suited to her DS set of strengths. Don't MNers tend to agree that they as parents have the best insight into their DC?

circular we share classes at A-level so one teacher will start Polynomials, with manipulating algebra, expanding, factorising and solving quadratics. The other teacher starts co-ordinate geometry, equations of straight lines, co-ordinates of midpoints, line length and so on. After a couple of weeks of that we give them a test on what has been covered and any that do dismally are asked to leave the course. If they can't get to grips with the easy stuff, it's best that they switch subjects while they still can.

I got an A* very easily at GCSE Maths, but only got a B in A level maths (10 marks off an A grr)

A level maths is hard! Someone who got a B at GCSE would maybe get a D at A level, even with additional help. But if it's what he really wants to do there's no harm in having a go, as long as it doesn't impact on his other studies.

Does your son want to be an engineer, or is it just something the children in your family are encouraged to do because of his father's work?

It's not a terrible idea to teach him maths outside of school, because he'll need it if he does go on to be an engineer - but what if he might prefer to do something else entirely?

Thanks Noble her new school sounds similar.
So the Maths is never exactly going to support the Physics, but Uni options cut if Maths dropped at AS or not taken.

Can I just ask, out of curiousity, what topic do you generally start with for C1?

At DS school you are able to take physics without maths, but it's strongly advised that you should do maths as well. However, if you do take maths and physics, then you need to take the mechanics modules.
Despite being a fairly small sixth frm, and only about 20~ students taking maths each year, the department offers S1,M1 & D1 (for FM students).

Then S2, S3, M2 & M3 in year 13. I think we might be very lucky judging by the last few comments here.

We do S1 in Y12 and M1 in Y13. Some of the content (cumulative frequency graphs etc) we don't want them to have time to forget from GCSE and the binomial distribution is also in C2 so fits together.

Also the students seem to find S1 easier than M1, so we give the weaker students the best chance of getting a decent AS.

Our decision has nothing to do with encouraging students into further maths or supporting physics A-level. Science have to do their own thing, but they don't require maths to do physics in my school, so that's their lookout!

i have a question - It may well get answered on the A level Physics thread I started, (initially about differences across exam boards) but note there is a wealth of Maths knowledge on this thread.

Most schools we saw for 6th form (including DDs choice) only offered S1 with AS Maths in yr12, with no option to do M1 until A2, unless taking further maths. Will C1 and C2 alone give enough maths background for A level Physics? Or is it done like this to encourage "serious" physics students to take FM, or at least continue to A2.
Given the choice, DD would much prefer M1 to S1.

So taking Sheffield again as the example he could use it for B Eng Materials with Engineering but not for Aerospace Engineering.

It depends on what area of engineering interest him.

Use of Maths doesn't seem to cover mechanics, which is normally a useful overlap with Physics and plays a part I engineering. It is also not necessarily acceptable in place of Maths A Level or indeed as anything other than the 'third' A Level.

news.bbc.co.uk/1/hi/education/8143060.stm

ask.sheffield.ac.uk/help/applicants/useofmaths - Sheffield as an example.

noble thanks so much for that, helpful to know what to look for on my maths, usually just leave DS to do what he has been given for homework and never thought to use at revision!

Use of Maths sounds just the sort of qualification which would suit him and the other seven who didn't get the necessary A. Does the school offer it?

Probably not, so it won't help him.

To be controversial, I was rubbish at t year 6 level. However by GCSE I was top of the class.

There is totally room or children to hange between primary and GCSE

Jella, I don't think you're being too sensitive, I think you're being unrealistic.

I'm coming to this late but I think the point lots of people are trying to make is that if your son was cut out to do well at A Level Maths those obstacles (which I don't really think are that unusual...) wouldn't have stopped him getting a level 5 or even a 6 in Year 6. It's those kids who will get the A*/A/B at A Level Maths.

Getting 10 A-C GCSEs means he's above average, but not by a huge amount. What subjects did he get A's in? Perhaps he could take those for A Level? Or what about A Level Use of Maths

I don't know much about it but the blurb mentions it'd be useful for engineering. If you're teaching him at home you wouldn't be constrained to what the school offer.

Please look into Oxford Open learning. My daughter used them for some of her IGCSEs. I can highly recommend if the school isn't playing ball! In a similar situation and considering them for A level maths.