These sessions are aimed at A-level Maths students who are currently performing at the C/D/E level who wish to supplement what they are doing in school/college. We will deliver a curriculum which is designed to help students to develop the generic skills that will support them across all topic areas. These sessions are relevant to all exam boards (AQA/OCR/Edexcel/WJEC).
The Support Sessions for Y12 students (1st year A-level Maths) is a bespoke curriculum which will focus on the key skills that students frequently need additional support to develop. It isn't just a simple matter of determining which topic area(s) a student has difficulty with, but rather determining whether the generic algebraic and problem solving skills need to be developed. Enhancing these important skills and behaviours will give them a better all-round ability and a deeper understanding of all topic areas. Students working in our small group tutorials will have plenty input as to what topics we cover in these sessions.
The Support Sessions for Y13 students (2nd year A-level Maths) is a curriculum which will focus on preparing students for the A-level exam. We will look at the first half of the A-level exam paper and make sure that students are able to recognise and solve the more accessible questions that appear towards the front of the exam paper. We will look at the topic areas studied in the first year of the A-level maths course and see how these can be developed with the additional knowledge studied in the second year of the A-level maths course.
At Maths6 students will be placed into groups of up to three students. These three students might not necessarily be formed with students from the same school, the same college or the same location. Studying in a virtual classroom of up to three allows us to pay a personal interest in the development of each student whilst at the same time allowing all our students to learn from each other. Modern technology combined with evidence-based teaching methods means that we can maintain all the advantages of 1-to-1 tuition in addition to the benefits of group dialogue, exploration and learning.
Our live and engaging tutorial sessions are delivered online. To access these you will need internet access and a reliable Wi-Fi signal. Ideally you will have a laptop, however the sessions will work on an iPad or tablet. Microsoft Teams can be accessed online, however downloading the MS Teams app to your device will give improved performance and reliability. Lots of you will already be using MS Teams at college. Some of you may feel a little anxiety about having your camera switched on during a tutorial session. Please don't let this be an obstacle for you. From a teacher's perspective it is better to be able to see the group together but it isn't essential. If you would prefer to have your camera switched off during the tutorial sessions then that is absolutely fine.
Your tutor will be online 10 minutes before the session is scheduled to start. We recommend that you are also online and ready to go 10 minutes before the session is scheduled to start. The sessions are very interactive so we also recommend that you have an A4 pad of paper, a pen, a pencil and a scientific calculator at the ready. The final thing you will need is the energy, enthusiasm and passion to engage fully with these sessions. Your tutor will encourage you to ask as many questions as you like, and to engage as much as possible with the other students in your group.
An additional benefit of our tutorial sessions is that you will get a weekly support task that is linked to what you have been doing in your session. This means that you are not just getting a 1 hour tutorial session with Maths6, you are given an additional 1 hour as you complete the supported weekly task. This will really help consolidate your new knowledge. You can complete this study task at any point during the week. We won't spend part of the tutorial session marking these tasks; instead students will be sent complete solutions created by one of the Maths6 team. Students will be able to track their progress by using this as a mark-scheme to self-assess their work/progress. Opportunities will be made available for students to share thoughts and questions about this task with the other students in their group. This experience will equip them well for university seminar style learning.Back