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"Double Maths" is the abbreviation used to denote that A-level Maths and A-level Further Maths

Most schools decide which students will be able to study "Double Maths" when they enter Year 12 (Lower 6th). Those students then have 2-years to study 12 modules of maths, whereas a single maths student will cover only 6 modules in 2-years

That rapid pace of learning plays havoc with a large proportion of the students that attempt to study "Double Maths", many drop it and lose confidence in maths and many more simply under-perform

As usual, our approach is different:

We encourage students who are good at maths to join us in Year 9, identify those that we think will enjoy the challenge of "Double Maths" and complete the G.C.S.E. work with them a year early (which is much easier to achieve). Those students then spread the 12 modules over 3-years, which is a much more comfortable pace of learning

As a result, we've never had a "Double Maths" student score less than A*A*!

How many other places can say that!

However, that is the same reason why we cannot accept students onto our Further Maths program, unless they complete the G.C.S.E. 1-year early

Schools generally teach further maths students 6 modules in the lower sixth form, and a further 6 modules in the upper sixth form. We do it differently:

Our further maths students will complete the G.C.S.E. 1-year early, giving them three years to complete the 12 modules required

Course Benefits

  • A 3-year combined A-level maths and A-level further maths programme written and taught by Dr Deepak Shah, aimed squarely at those students who would settle for nothing less than A*/A*
  • Students on this programme cover C1, C2 and S1 in Year 11, then C3, C4, S2 and M1 in Year 12 and finally FP1, FP2, FP3, M2 and S3 in Year 13
  • The 3-4-5 module spit works incredibly well - G.C.S.E. students have little problem completing the 3-modules in Year 11, and we leave out the past paper practice until the summer holidays, so they break from the course before Easter, allowing them to concentrate on their G.C.S.E.s
  • Worksheets and homeworks are tailor made for each lesson
  • Students can stay behind after the lesson for extra help if they need it
  • Students are given out-of-lesson support with the homework, so they can always make a proper attempt at it
  • Dr Shah marks the students' homework outside of the lesson, to save valuable lesson time
  • Students are set a test each week and are given review work with guidance based on their performance in the test
  • Plenty of exam practice - and guidance with the past papers - is given, but only when the student is ready for it!
  • All of our past 'Double Maths' students have achieved A*/A* grades!

Our course and our approach to teaching is highly structured and meticulously organised - and our lesson structure follows in the same vein

Each lesson is 2½-3 hours long, which sounds excessive, but trust us - it works - because the lesson is broken up into manageable chunks of about 40 minutes each; so the students don't get bored, tired or lose concentration

Lesson Structure

Time Allocated Task Description
40 minutes
Review of Previous Homework

The first 40 minutes is spent reviewing the previous homework
and identifying any resolving difficulties that individual students had with the work
The students are then given a list of the corrections that they need to complete –
mistakes must ALWAYS be rectified…

40 minutes
Weekly Test

Students are tested on the work we learned 3-weeks ago
that they did the homework on 2-weeks ago,
and that they corrected last-week…
The test will identify any tiny weaknesses in their understanding of that topic
and 3-guided corrections are set for each question they got wrong in the test!
We have a 4-week rolling programme for each topic: Learning, Practising, Correcting and finally Reviewing –
we don’t give them a change to lose that hard earned understanding of a topic!

40 minutes
Learn new topics

Because we spend lots of time outside of the lesson preparing the lesson notes and examples,
we can ensure that we teach in a fluid, coherent manner – which speeds up the pace of learning,
meaning that our lessons are delivered at a pace that is exhilarating for the student!

5 minutes
5 minute break!

At this point, we indulge in a short break, where we pass around a box of chocolates/biscuits/health-bars…
Only 5-minutes is required to refresh the students and get them ready to concentrate again

40 minutes
Practice the new topic

Now, we practice plenty of examples.
I give students who are stuck a little ‘nudge’ to get them going again…
(Any more than a ‘nudge’ isn’t teaching, it’s ‘showing’!)

-- minutes
Time allowed for students
that need extra help

There is usually a little time left at the end of the lesson,
for helping students with any individual difficulties
It is not unusual (particularly as the exams near), for me to stay beyond 8 pm
helping students individually!

Our 3-year combined A-level maths and A-level further maths programme is only open to our own students who join us in Year 8/9 and complete the G.C.S.E. syllabus 1-year early (whether they decide to sit the exam early or not)

It is very difficult to integrate students who have not followed our programme from the start, as the thought processes needed will have been woven into the teaching of our students right from Year 9

In exceptional circumstances, we will consider talented students who wish to join our programme in Year 10, as long as they can complete the AS work independently (but with our guidance) over the summer holidays.

Additional charges are made in such cases to allow for the extra time we'll need to spend integrating those students into the course