The Grade boundaries are finally out! See below for more information.
You can also check out the other grade boundaries that are available on the site.
Comments are FREE. Please share your thoughts and your predications below!
Grade Boundaries
1MA0 
A* 
A 
B 
C 
D 
E 
F 
G 

1F  Foundation tier  Paper 1F  70  59  50  41  30  
2F  Foundation tier  Paper 2F  69  60  50  40  32  
1H  Higher tier  Paper 1H  77  62  47  32  10  
2H  Higher tier  Paper 2H  78  63  48  33  10 
(Marks for papers 1F, 2F, 3H and 4H are each out of 100.)
1MA0 
A* 
A 
B 
C 
D 
E 
F 
G 

1MA0F  Foundation tier  139  119  100  81  62  
1MA0H  Higher tier  155  125  95  65  35  20 
Download Mark Schemes EdExcel Maths 1Ma0 GCSE November 2015 Mark Schemes
Maths Tutor
In this day and age, with technology playing a much larger part in schools, it can be difficult to find resources that facilitate learning in an effective manner. There are thousands of apps available to choose from, but how do you know which ones are going to be beneficial to your students?
The problem is that many Maths apps out there at the moment are gamebased and don’t go much further than that. Of course, we’re not saying you can’t learn from game based apps – Tynker,Hopscotch, ScratchJr and Hakitzu are fine examples of teaching children how to code, but we felt as though there was a real gap in providing teachers with a solid resource that not only tracks the progress of their students, but at the same time is also fully aligned to the National Curriculum.
This is the reason why we have developed Maths Tutor. It’s an awardwinning free app to try out and includes 8 curriculum topics to help improve student’s numeracy skills and overall engagement in Maths. The app was launched only just a few months ago, and the feedback we have received from teachers in Primary schools so far has been overwhelming. And in even more exciting news, Maths Tutor has also been shortlisted for the prestigious BETT Awards in January 2016 – something we’ll definitely be keeping our fingers and toes crossed for!
As we work alongside teachers so often, we wanted to help by developing an app that could be easily accessed by teachers to teach key maths curriculum topics to their students. One of the key features of Maths Tutor is its crossplatform functionality. This means that one user (either a student or teacher) is able to log in on an iPad, Android device, Computer or jump in front of the class on the Interactive whiteboard and get stuck in. Having this flexibility has brought something very unique to the app market, because teachers are able to use the app in the classroom and then set tasks for homework in preparation for the next day’s lesson. There’s also the added bonus of seeing which students didn’t complete their homework…
However, as with any resource you use in the classroom, you’d want to check the progress of your class and hope that it provides measurable and quantifiable results. Maths Tutor does just that and can even identify key strengths and weaknesses of each student alongside the curriculum requirements.
Maths Tutor Topics include:
To try the awardwinning app for free for your entire class, click on the links below
]]>As Piscine does in the best selling book, “life of Pi”, are ready to take up the challenge to try and remember Pi to the greatest number of decimal places?
Why not challenge your pupils to develop their memory skills and see how many digits they can you remember Pi up to? Leave the best pupils name and their record in the comments section below. My student record is Pi to 125 decimal places! Can you beat that : )
A Million digits of Pi on one piece of paper
]]>Primary Mathematics – The Trainee Teacher viewpoint…
As a trainee entering the world of teaching, mastery maths has been an exciting development in my school. The ability to extend all the students through provision of challenge activities has had a tremendous effect on my students ability to apply concepts to real life.
Last year I blogged on Pedagoo about the idea of teaching maths without numbers. When probability and chance formed part of the curriculum it was possible to allow students time to explore the concept of nonnumber maths. Now this has been removed from the Primary National Curriculum then we, as teachers, have to explore other angles (an unintentional maths pun there!).
Maths does not need to have right and wrong answers all the time.
So what can we do to challenge our pupils? Within my current Y5 class we have been exploring maths that does not necessarily have a correct answer. At first this was confusing to the children as surely everything we do in maths has to be right? Not so, and the realisation that this is possible was liberating to some children whilst frustrating to others.
Moving to this crazy world where children are encouraged to experiment with number helps with formative assessment greatly; if a child is able to extend into the conceptual domain and apply taught knowledge to a new problem then surely we have achieved our aims as educators?
The second part of any challenge can revolve around the idea that it is okay to be wrong sometimes. Again this poses a challenge to a group of highachieving mathematicians as they are used to having the right answer and then receiving praise for getting it right. So what if they get it wrong? What should the next step be? In a curriculum that seem to encourage learning through application then this should not be a problem. Allowing children to make, then correct, mistakes would seem to be at the forefront of thinking in other subjects. In Computing we would call this Debugging, so why not apply the same logic to mathematics? Children learning through exposure to realworld problems removes us from the pure “correctness” of curriculum and makes our children more naturally inquisitive about maths and the world around them. Encouraging children to take chances with maths and even learn through there mistakes has been a powerful lesson for this trainee teacher.
Ultimately though you can only flourish in this method if your school allows it. With the push to demonstrate mastery across the maths curriculum then surely this is the only way forward.
]]>Introduction: What is Oktopus?
Oktopus is a multipurpose software designed for touch displays, interactive whiteboards and projectors. Just like its cephalopod mollusk namesake, Oktopus is able to reach out and grab student attention from many directions. Extending its long (virtual) suction cup arms, students are pulled into the classroom lesson. The whimsical name alludes to the user’s ability to collaborate with students. Students can follow the instructor’s presentation on a tablet or smart device, answer questions, receive instant feedback and share their work with the group. Teachers can choose from 70 interactive tools that bring math, reading or science lessons to life.
Features:
Pros:
Oktopus is simple to use. Tools work smoothly and are intuitively designed for ease of use. Select your tools by scrolling through the tool pallets, organized by subject. Start a presentation and use the polling tools to pose questions. Instantly collect and display data and generate reports post session.
Participants can view live lessons, respond, share screens, take notes and save presentations for review using any tablet or laptop.
Compatible with Mac OS X and Windows. You can annotate over any application or web browser. Share your screen and collaborate over documents of your choosing. This gives you the ability to simply enhance what you are currently using. You don’t have to recreate materials or learn a new complex software program.
The locally installed software comes bundled with math and language arts learning games for added fun and healthy competition.
Cons:
Connecting students to a live presentation is a little confusing the first time, but a quick review of the help materials is all that it will take to get up and running. I recommend doing a brief trial run before using Oktopus with your class so you can give clear instructions to your students.
The tablet collaboration piece is driven by the Qwizdom’s Notes+ application. Oktopus only comes with 5 Notes+ licenses. If you would like to connect your entire class, you will need to purchase additional licenses. However, the software is priced very competitively, so adding the additional licenses will not break the bank.
Conclusion:
Oktopus is a robust instructional software that truly engages students. Students are encouraged to become involved in the lessons by answering questions and sharing their work with their peers. What really sets Oktopus apart from other products like Display Note and ClassFlow is the ability to use Oktopus over the top of any web page or proprietary software. Simply launch Oktopus in Glass Mode and then use the floating tool pallets to illustrate and demonstrate your main concepts. Oktopus offers the most polling question types and provides students right/wrong feedback (with some questions). The software is competitively priced and includes 70+ interactive tools that allow teachers to customize and enhance their existing lessons. Lastly, LAN Collaboration allows the software to work in a safe, local network that requires no internet connection. For more information, or if you would like a free trial, please visit www.qwizdom.com/oktopussoftware.
]]>What a wonderful way of making column subtraction simple for any pupil who is finding it challenging. It is so simple but yet so effective!
When you are in a position that you have to borrow from a next door place value and the first number is a multiple of 10,100, 1000…., simply subtract 1 from each of the numbers and if by magic the column subtraction becomes a lot easier!
Comments are FREE, please leave a comment below with your views!
@Learn_For_Japan @magicalmaths I've looked at this again and like @ClaireSealy said, it is doable but see pics…1/2 pic.twitter.com/ln2ZEKTg7A
— Sharon Porter (@sporteredu) October 26, 2015
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Someone recently asked about how schools are using detentions. This led me to consider how far the school I teach in has progressed in the last 10 years. I teach in a high school in Belfast. When I began teaching there, one hour detentions were very common and staff were on a rota to take detention twice a week.
On detention afternoon pupils would pile into a classroom and be given a task that would not be very specific to their learning needs. The numbers kept rising and teachers’ became tired writing out detention slips. Parents were generally very supportive and did not really question the use of detention, it just happened and the majority pupils did it. Senior Leaders would be quite often use up their valuable time trying to find a ‘absconders’.
Numbers kept rising and when staff were asked the clear message was that it was not benefitting the pupils or staff. Instead of pupils undertaking meaningful or reflective work, they were undertaking meaningless tasks. One thing that was clear was that – the system wasn’t working!
We took the opportunity of a move to an innovative, new school building and to make a fresh start. Short 15 minute pastoral and departmental detentions remained for things such as forgotten homeworks but 1 hour detentions were transformed.
Firstly, detention was renamed as ‘Study Support’. This then changed perceptions amongst pupils, parents and staff that this was extra time that pupils were using to learn!
Secondly, a more defined structure was put in place that made ‘Study Support’ harder to get in to. This gave staff more ownership of the issues that they were placing pupils into detention for. In order to place a pupil into “Study Support” staff must first outline what they have done to try to resolve the issue and have completed a 15 minute departmental detention, discuss with their Head of Department or Head of Year the situation, phoned home and only after this could a pupil be placed in ‘Study Support’ which is led by a member of the Senior Leadership Team. When putting a pupil into ‘Study Support’ the teacher must provide meaningful and productive work for the pupil to do.
I feel that this really made teachers consider the reasons why they were being put into ‘Study Support’ and the number of detentions dramatically reduced year by year as pupils started to realise that there was a clear chain of consequences. We also found that parents became more engaged. Even if they were phoning to query the reason for the ‘Study Support’, this was a great opportunity to onboard them in helping us support their child’s learning.
One resource that I found useful for pupil who had been put in for a pastoral reason, such as truancy, was a reflective journal. This made them think about what they did, why they did it, what could have happened and considerations for the future. This not only helped the pupils learn from their mistake, but also highlighted to us on several occasions about other pastoral issues – i.e. why they didn’t come to school in the first place.
We went from having nearly 50 pupils in detention per week to approximately 5 pupils per week. This term has had a very good start and we have only had 4 pupils in ‘Study Support’ since the beginning of September. This system has really transformed the number of detentions and general pastoral system in the school.
Moving forward there are lots of considerations for all schools. Does detention really matter? Does it make that much of a difference? Are there other consequences that are more effective? Is this benefitting pupils? There is no easy answer and every school is going to be different.
In closing, the best advice I can give no matter what your school decides is to ‘make it meaningful’. There is no point in a child sitting in front of you wasting time. Grab every learning opportunity there is to grab, and make awesome use of it!
Comments are FREE, please leave one below.
]]>A great activity with shrunkdown statistics to help students understand the “Global Village”. The students look into what the world’s population would look like if we represented it as a village of 100 people (Video based on the book: If the World Were a Village By David J Smith). What a great idea! Rather than saying that 33% of the world’s population are Christians – we say that 33 people in the village are Christians. Much more powerful for the student’s understanding. Prior to watching the video we had a quiz to see whether the students could estimate the percentages and then we watched the video. From this it is interesting to facilitate a discussion about how the statistics compare to the student’s preconceived ideas about global demographics. Students can then carry out some calculations of using the percentages to work out the real population and then it is a nice research activity to ask students to find some figures of their own. Examples from students were as follows: y people in the village would own an iPhone, x people in the village would wear glasses, z people would be left handed etc. They had to find the information, work out the percentage of the whole population to then say how many people in the village would represent the statistic. I found that the lesson was a brilliant way to develop world mindedness and this resource is data representation at its best.
The world as 100 people
]]>The world as 100 people. http://t.co/HHGy47D3Sq pic.twitter.com/j8RKOuh1mj
— Magicalmaths.org (@magicalmaths) August 23, 2015
This order of operations question is taking twitter by storm and has been shared hundreds of times on the magical maths timeline. The solution to this question is straight forward for any Mathematician but for a novice it is a little bit more challenging.
The secret lies in the exclamation mark! This symbol in Mathematics means factorial, so 5! = 5 x 4 x 3 x 2 x 1 = 120
Using BIDMAS the question works out to be 120 : )
]]>Solve this carefully… You probably won't believe this but the answer below is 5! http://t.co/HHGy47D3Sq pic.twitter.com/yOh9RdWBwO
— Magicalmaths.org (@magicalmaths) October 3, 2015
The Engaging Assembly Challenge!
It takes a long time to source suitable material for your Assembly. There are Assembly websites. But I was not looking for fully developed Christian Assemblies selling their theology. I particularly wanted visually stimulating ideas. I wanted source material that I could adapt to my own style and audience.
I always hoped that someone would create a website which identified the sort of potential Assembly materials that I needed. I never found what I was hoping for, so I decided to create my own site to help all Assembly Leaders. AssemblyTube was born.
Sourcing appropriate Assembly material was not the only challenge. I found that presenting Assemblies with audiovisual content, was prone to the appearance of technical gremlins that could send my stress levels through the roof.
I decided to create a device which would play my Assembly videos, and display any of my Assembly content, on any Assembly screen. The AssemblyTube EasyPlay was born, quickly followed by the TeacherStick.
Assemblies can be created at home or in fact anywhere. With the contents copied to the TeacherStick, you only need access to a USB port on any Windows PC, to know that you can deliver your Assembly without problems. A great solution to the Assembly Challenge.
Try this AssemblyTube Mathematical Assembly idea from the band One Direction. (Sure to get those teenage hearts throbbing with mathematical desire.)
If you want more Maths Assembly ideas, go to the AssemblyTube Database and use the Search at the top of the page.
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