AWE Club – Online Maths Information

Online Maths – Teacher Daniel
15 classes a week to choose from
IGCSE/GCSE
KS3
KS2 year 6

AWE Club - Online Maths

Please read all of the Information


Dan is the AWE Maths teacher, he uses the online classroom Zoom. He is a great teacher and has helped many students overcome their concerns around Maths. He teaches KS2 Year 6, KS3 and GCSE/IGCSE Level at foundation and higher. Please see the timetable where you can choose which day, time and level are best for your child. AWE teachers teach to the child’s ability level not their age so the classes are mixed age ranges which works very well. It is very easy to swap between the different levels of classes depending on your child’s progress. If they find a class too difficult they can move down a level or too easy they can move up a level. Dan also runs revision groups to help students prepare for exams.

Dan teaches general Maths topics not aimed at any one particular exam board. He provides homework but it is not compulsory as we understand some children find homework too stressful. Dan teaches the main topic areas that are guaranteed to be found in an exam and focuses particularly on areas students often find difficult and helps them to gain confidence in their abilities.

Dan uses worksheets that he makes himself.

Here is some information about how the lessons work


Bank Holidays Maths lessons still run at the usual times on bank holidays that are during the terms.

If parents need a recommendation for which text book is best, these are the ones Dan suggests.

GCSE Maths Edexcel Higher Student Book (Collins GCSE Maths) Fourth edition Edition ISBN-13: 978-0008113810, ISBN-10: 0008113815

GCSE Maths Edexcel Foundation Student Book (Collins GCSE Maths) Fourth edition Edition ISBN-13: 978-0008113827, ISBN-10: 9780008113827

Dan will send the work and the zoom link usually 24 hours before the lesson. If you haven’t received this – please don’t hesitate to get in touch as sometimes they can end up in Junk folders. If you haven’t received it by Sunday evening, feel free to email Dan directly.

The zoom link will be the same every week. Click the link and you should be automatically connected, there are no passwords or codes. You will be held in a waiting room until the lesson is ready to start.

Print off the sheets before the lesson and have pens, calculators and blank paper handy.

Dan will work through half the sheets together in the lesson, and the other half will be optional homework sheets that can be done in your own time.

Dan asks that students have their cameras and mics turned off (please see below for explanation).

Students can communicate with Dan using the chat function (giving Dan answers or asking questions of things they don’t understand).

The lessons are all recorded and emailed to you every Thursday.

The answers to the all the work will be sent out later in the week (usually Thursday or Friday), which students or parents can mark.

When can I start lessons? Can I join part way through the year?


You can join the lessons at any time as we know that children leave school to be Home Educated anytime. Each year group course will start with lesson 1 each September. If you start part way through the course you can continue the lessons the following September until you catch up to where you started. Alternatively if your child has been in school and has already covered some areas you can join when it is at the right point for them. You can also self study at home the missed topics then progress on to the next year level when you wish. We do not dictate when children can move levels as they are all working at different ability and confidence levels.

IGCSE or GCSE?


The syllabus between GCSE and IGCSE are almost identical so if someone is doing the Foundation IGCSE exam preparation class it is interchangeable with the normal foundation GCSE classes.

Taking the higher paper does include some foundation material. There is an overlap of about five or six questions – so taking a higher exam means that you will need to know the foundation syllabus too.- there is an overlap of 5 or 6 questions on the foundation and higher papers. The Year 9 class covers these topics. The Year 10/11 class only covers the materials in the higher paper only.
Any student looking to enter the foundation exam should not be doing any classes above the Year 9 foundation class and any topic in the Year 11 higher class will not come up in the foundation paper.

Here is a quick rundown of the differences – but don’t panic, you have to know the same stuff, as the maths syllabus is standardised by the National Curriculum. Everything that we cover in the GCSE papers is in the IGCSE. I choose to do the EdExcel GCSE, because in my experience this is the most common one that most schools choose to use and is therefore more accessible at exam centres for private candidates.

Why choose IGCSE?


It’s original point was to be a world wide international standard for students that wanted to have their qualification recognised abroad, or vice versa students that study abroad and wanted to have their qualifications recognised here. There are two papers, both allow a calculator. Some schools choose this to avoid the non-calculator paper for students that generally do better with a calculator. The IGCSE has never had a coursework element, it’s all how the students perform on the day.

I have only ever known one topic to come up in the IGCSE which isn’t generally in the GCSE papers which is ‘differentiation’ but it hasn’t come up very much in the past few years and there’s no guarantee it will come up again any time soon.

Why choose GCSE?


By far most students go for the GCSE, they used to have a coursework element and two exams (one calculator and non calculator). The idea of this was to spread the risk so that any student that had a bad day on the exam day could fall back on the marks from the other elements. The coursework has now been replaced with another third exam, so that’s why there are three exams. They chose to make it a calculator exam because this can test more topics on the syllabus. The non-calculator paper immediately rules out some topics which simply can’t be done without one.

Why are there different exam boards?


Schools obviously want all their students to do well which reflects best on them in the league tables. Some schools pick EdExcel for Maths because they like the font, layout and the mixture of word questions and straight forward number questions. Some schools pick AQA because there are fewer word questions and they have questions with multiple choice answers.

How to choose which level class for your child


The KS3 syllabus has been split up into three distinct year groups (7, 8 & 9).
Don’t think of Year 9 as being a harder version of the Year 8 class, they contain totally different topics.

When a student has covered the KS2 & KS3 material then they have covered the whole syllabus for a foundation exam.

If a student wants to progress onto doing the higher paper then they will join a year 10/11 group.

AWE Club Maths flow chart to help you choose which level to book for your child


 

Online Maths exams flowchart

Example of Topics Covered


 

Year 6

Adding & Subtracting
Sequences
Positive & Negative Numbers
Long Multiplication (Times Tables 2 - 5)
Bus Stop Divisions (Times Tables 6 - 9)
Calculations with Decimals
Converting between Fractions, Decimals & Percentages Sequences
Simplifying Fractions
+-x÷ fractions
LCM & Common Denominations
Fractions of Amounts & Summary
Calculating Percentages
Increasing & Decreasing Percentages
x÷ 10,100,1000
Area of Rectangles
Area of Quadrilaterals
Area of Triangles & Compound Shapes
Calculating Perimeters
Writing numbers as words and Roman Numerals Sequences
Factors, Multiples, Primes & Prime Factors
Square & Square Roots
Input Out Machines (Forwards & Backwards)
Time Problems & Telling the Time

Year 7

Ratio
Proportion
Speed Distance Time
Compound Shapes
Calculating Shaded Areas
BIDMAS
Brackets
Two-Way Tables
Frequency Tables
Mean, Mode & Median
Mean in a Table
Stem & Leaf
Pie Charts
Angles (Triangles & Straight Lines) Angles (Circles & Parallel Lines) Bearings
Negative Numbers
Coordinates and Line Graphs Scatter Diagrams
Pictograms & Bar Charts
Dual & Composite Bar Charts Conversion Graphs
Best Buys
Turning a shape into 3 views Algebra (Collecting Common Terms)

Year 8

Nth Term
Primes Numbers
Highest Common Factors
Lowest Common Multiples
Square Numbers
Pythagoras
Trapeziums
Surface Area
Voume of Cuboids
Volume of Triangular Prisms
Circles (Finding the Area)
Circles (Finding the Circumference) Significant Figures & Decimal Places Standard Form
Multiplying Algebra with Indices
Algebra (Collecting Common Terms) Algebra (Solving)
Algebra (Substitution)
Inequalities
Upper & Lower Bounds
Calculating Percentages (using multipliers) Simple & Compound Interest
Reverse Percentages
Enlargements
Congruent & Similar Shapes

Year 9 - End of Foundation Syllabus

Rearranging Algebra
Forming & Solving Equations Simultaneous Equations
Linear Equations (y= mx + c)
Shading Regions
Transformations (Reflections) Transformations (Rotations) Transformations (Enlargements) Transformations (Translations)
Polygons
Expanding Single & Double Brakcets Factorising into Single & Double Brackets Sketching Quadratic Curves
Compound Measures
Distance/Time Graphs
Speed/Time Graphs
Probability (With & Without Replacement) Product Counting
Probability Trees
Venn Diagrams
Set Theory
Trigonometry (Pythagoras) Trigonometry (Sin, Cos & Tan) Trigonometry (Sin-1, Cos-1 & Tan-1)

Year 10/11 Additional Topics for Higher Syllabus

Trigonometry (Pythagoras)
Trigonometry (Sin, Cos & Tan)
Trigonometry (Cosine Rule)
Trigonometry (Sine Rule)
Bearings & Navigation
Circles & Arcs
Circle Theorems
Volume (Pyramids & Prisms)
Vectors
Recurring Decimals
Factorising Quadratics
Solving & Sketching Quadratics
Quadratic Simultaneous Equations
Quadratic Nth Term
Changing the Subject
Direct & Indirect Proportion
Algebraic Proof
Geometric Proportion
Surds
Rationalising the Denominator
Sin & Cos Waves
Translating Functions
Functions
Cumulative Frequency & Box Plots
Histograms

Please note one hour of Maths a week is not usually enough for Home Educated students so it is assumed that the lessons are to supplement other Maths education. Not every aspect of each exam board syllabus will be covered. Some students opt for additional lessons nearer to exam times and Dan will try to help with areas they need extra help in. To supplement you could use the suggested text books or use ConquerMaths online for which there is a discount code for Home Educators on www.awediscounts.com

Reasons for keeping all mics and cameras turned off during Maths lessons online


Students are free to chat to Dan using the zoom chat where they can ask me questions, give me answers or anything else that is relevant to the lesson.

Anything that is beneficial to the whole group will be integrated at the appropriate time.

The chat is private so students can ask questions and provide answers without fear of embarrassment.

I learnt early on that public chat wasn’t going to work as the students use the chat to go quickly off topic and distract each other.

Asking students to speak out loud with their cameras and mics on this raises a few issues. Many students suffer from anxiety and don’t like to be put on the spot. I try to keep my lessons as relaxed and enjoyable as I can whilst also being informative. Some students would feel on edge knowing that at any point I would turn on their mic or video and ask them to answer something. This would make their anxiety around maths worse.
In schools maths is a topic that has sets (top set to bottom set), the groups AWE run have an even larger variation of abilities. Anxiety over maths is a huge problem that we don’t want AWE students worrying about.The lessons are taught to the ability level not the age of the child.

The maths syllabus is vast, schools take 5 years to get through it at 4 lessons a week – slowing down the rate of coverage means that there would be large numbers of topics that just don’t get covered. These lessons are designed to supplement their learning, not provide social interaction. We simply have too much material to cover to ensure each child gets all they need to progress.
Some lessons lead on from one another, if I was to ask a student something that was covered in a previous lesson and they haven’t yet looked at the recording they wouldn’t know the answer to what I was asking.

The lessons are recorded and I think that the recording makes more sense if it’s just one continual narration rather than switching between different voices of different volumes coming in and out. If I unmute someone and they are in a noisy environment it would be really disruptive to the lesson and the recording.

Some students may know of a different method of answering the same question, something that they’ve seen online or read in a book. It’s nice that they are being helpful, but it isn’t a good idea to show a second way until at least one way has been crystallised as it runs a risk of neither way being understood to the other students.

Also taking time to mute, unmute students, possibly turning on/off their cameras asking them questions, and waiting for a response and possibly re-explaining something that has been covered earlier in the lesson all takes up time. This means that what could be covered in one lesson would now take more than one lesson to cover.

The process we are using works for the majority of students and ensures they get through with a good understanding to help them achieve their goals.