Dd doesn't have a maths teacher

The fact that she got the A in Y9 is worse than if she got the A in Y11, because she hasn't really done any constructive maths since then so has had plenty of time to forget it all.

www.gov.uk/government/uploads/system/uploads/attachment_data/file/183942/DFE-RR195.pdf

Look at the table on page 25 of impact on A-level grade of GCSE grade in maths. 72% of those who got an A at GCSE go on to get A/A at A-level, where only 24% of those who get an A at GCSE get the top grades. That A* will make a big difference to her chances of doing well.

If they were going to pay a fee to enter her for additional maths then there would be no cost to the school to enter her for GCSE instead.

An A* at GCSE is definitely better than an A for starting A-level. And it would certainly be better than another U at additional maths.
If the school was confident that they could put her through additional maths and get her a top grade in that, then that would be better than GCSE, but there is no evidence that the school is going to do this when they have already failed to once, and they aren't actually teaching her the course.

Wouldn't OP have to pay a fee for a resit? Why would an A benefit the girl so much more? Sounds like the 6th form are happy with the additional maths, why would A in GCSE be preferable at this point?

Go into the school and say that you are thinking of moving your daughter to another school if things don't improve.

Her excellent results will then go to the other school, if you do it before the end of January.

This will focus the Head's attention as he or she won't want results to drop.

There is a shortage of maths teacher but it isn't that hard to find someone who could teach his class....off the top of my head.

1. Hire a PE teacher on supply to teach maths to Year 7 and 8 thus freeing up a maths teacher.

1. Hire someone who is a private tutor who is happy to teach a small group of very able students. It wouldn't take too long to find someone suitable.

Your daughter has already got an A. She has already served her purpose for the school and their league tables. Threaten to take her away and you'll get a resolution to this problem.

DD is also theoretically doing this course, but in practice this means sitting quietly while the others are given their lesson, then being given a worksheet with a difficult maths problem to get on with.

She was upset not to go on to A level, and was beginning to loose confidence, so I bought her the relevant course work books and am doing the course with her at home.

If you go on the OCR FSMQ website there is all the information of what books to get and a lesson plan of 60 hours for the time they reckon is needed to teach the course. www.ocr.org.uk/qualifications/free-standing-maths-qualification-fsmq-additional-mathematics-6993/

Good luck to your dd. Hope she regains her confidence and love of maths.

A lot of A/A* work at GCSE will be on C1 and C2: quadratic formula, completing the square, quadratic simultaneous equations sine/cosine rule, transformation of functions, trig graphs. So the class she is in will be being taught things that she will need for A-level that she probably failed to grasp in Y9. There is definite value in her paying attention and working at this.

However, there is also value in doing some studying alongside GCSE to top up her algebra as there is a big leap between GCSE and A-level and this is where a lot of students struggle. The algebra workbook sounds like a good idea.

I would have a look at the Edexcel level3 algebra workbook and work through that as both my DDs have found that a very good grounding ready for AS maths. I am speaking as a parent. DD1 took Gcse in year 10 and 'only' got an A but she still got an A in AS maths and only dropped 7 marks in total over the C1 and C2 papers. I personally wouldn't worry about your DD doing any maths exam this year but put in work ready for AS level, and concentrate on her other Gcses.

I agree that she would be better off participating in the maths lessons and aiming for a good A* in her GCSE maths than attempting and failing to teach herself a very difficult course and being put off maths, then struggling with A-level due to having not being taught maths for two years.

This set-up sounds appalling. No wonder she got a U first time around, what a waste of her time.

(maths teacher)

I was wondering the same, a resit of her maths GCSE because the A* might be important for university application.
A tutor every couple of weeks could relieve pressure rather than increasing it Does her father have the time to provide the same type of extra input ( and is good at explaining)?

Duigi, are you a maths teacher?

No, I'm a lecturer in a subject that requires A Level maths, so I've looked in detail at syllabuses, as well as having children doing A level maths.

What do you suggest? Should she resit?

If she's wanting to do A Level maths, then any study of FSMQ is worthwhile in isolation. If she understands the material, she'll cruise through C1 and have a head start on C2. However, if that's at the expense of time and effort spent on other GCSEs, then the FSMQ isn't the best way to use limited time.

The FSMQ as a qualification in its own terms is of limited value. If she's got to spend the time in the classroom, then she should work on the stuff she understands or thinks she can understand, and not worry too much about the stuff she just doesn't get. It'll presumably be properly taught next year.

And, just to be controversial, if I had a child with a GCSE A in maths taken early, who was sat in a classroom in which GCSE maths was being taught, I'd be tempted to have them retake GCSE maths to get an A*. She presumably hasn't done GCSE maths now for eighteen months and only got an A anyway: the thing that stops A Level students stone dead in their first month is apparently algebra, just being able to be completely reliable in manipulating terms, surds, factorising, etc, etc. Given the choice between 100% UMS in GCSE maths and scraping a C or D in FSMQ, it would be interesting to know which would provide a better basis for A Level.

dingit is she thinking of doing maths or even chemistry / physics at A level? That would make a difference to advice at this point.

It's much easier to learn about failure now than it is at uni - thats for sure!
You may need to shop around a bit for a tutor - you'll be the boss, so you can say exactly what you want out of it - maybe just a few sessions to explain things she doesnt get. A good one shouldnt add to pressure, other than balancing time, which can be tricky if they are a busy sort of person.
If she can crack this, then a-level maths will be much easier - its a really fast pace at college and kids find it a big jump up. Further maths (when done well) can just give them a bit of breathing space.

What sort of resources do you have for her?

if she is a keen mathematician then it would be a mistake for her to not put effort into maths - its hard to pick up after a relative break - and it would be a waste of her talent.

Its not an ideal situation, but it is what it is now. Is there any possibility that you could consider a tutor for her?

The bottom line is that schools can't Magic Maths teachers out of thin air.

So why compound that problem by attempting to deliver additional qualifications? As a bare minimum, delivering FSMQ Addition Maths requires 90 teacher hours. If they don't have it, they shouldn't try.

Entering children for GCSE maths in Year 9 is almost certainly not in the children's interest (as here). Doing so without a resourced "what's next?" plan compounds the offence.

"dd actually got an A, was 3 marks off an A* which she passed in year 9"

That's an A then.

Why do schools do this? Your daughter got a A, instead of the A* she's obviously capable of, and has now spent two years neither learning very much nor getting a meaningful qualification. If she's going to do A Level Maths, she's no better off. If she's not going to do A Level Maths, she's no better off. The school needs to give itself a good talking to.