Learning and education changed dramatically in the UK when lockdown happened in March 2020. The transition from face-to-face teaching to online learning was challenging for many. For some children, the Coronavirus situation was manageable. With the right resources and support such as online tutoring. However, for other children the effects of the pandemic have had a significant impact on their learning and education.

Lockdown and its implications on British education

School closures due to the pandemic have caused many challenges for students, teachers, and their families throughout the UK. Due to the pandemic, changes were made to subject content and exams. For example, in GSCE English Literature for 2021 and 2022 exams, schools were given a choice of subject content. The change means the total exam marks are reduced by 30 marks and the exam time reduced by 35 minutes. For a full look at changes for GCSE, AS and A-level exams for summer 2022, please click here.

Transition to online learning and long-distance education

Another challenge for many students and schools was the change from face-to-face learning to online learning and teaching. The Sutton Trust found just 5% of state school teachers reported that all their students have access to suitable online learning devices. In response to this, the Department for Education launched a scheme to provide laptops and tablets for students. Pupils who did not have access to online learning devices via another source, including their school were eligible. 

Learning-loss suffered by students during lockdown

Researchers from the London School of Economics and Political Science (LSE) and the University of Exeter looked at learning lost. The usual school year is 190 days. They found that since the pandemic, the number of classroom days lost ranged from 110 to 124 days. This means between March 2020 and April 2021, most school children missed more than half of their expected classroom days. Even if we include online learning at home, pupils across the UK have lost out between 61 to 66 days (on average) of learning. 

Even brief periods of time away out of education can have an impact on students. Many researchers have already written about learning loss during longer school holidays (e.g., during the summer). The concern during multiple lockdowns was that students would begin to forget what they already knew. This would be hard to combat.

The new normal in a post-lockdown world

It is unclear whether there will be any further lockdowns. The new reality of education presents opportunities and challenges for all. Learning from past experiences, society will need to work harder to help children adapt to the new normal in a post-lockdown world. This means the future of education will likely focus on digital literacy. Schools will need to determine multiple methods of teaching via online learning and effectively communicate it to all pupils. Schools could begin offering blended learning (a mix of in-person and online learning) as standard, even after the pandemic subsides.

Online learning and online tutoring are innately agile methods of teaching and can be tailored to students and their needs. However, this means educational institutions also need to tackle the issues of children without access to technology or high-speed broadband. Problems like this need addressing in any future online learning and teaching strategy.

Recovery curriculums to catch up on lost learning for children

With pupils losing a third of their learning time during the pandemic, students will need a recovery curriculum that helps them get up to date with the learning that they missed.  To teach missed learning effectively by restructuring curriculums, represents a significant drain on time and resources for teachers and schools. Schools need to go about recovery curriculums in a well-developed way. Pupils will need to learn the content missed without overloading them with too much work.  Any proposed recovery curriculums must understand the needs of pupils so that there are minimal impacts to future education by anything implemented.

How online tutoring can help

The most effective tool in keeping pupils engaged and having access to learning has been online learning. However, 41% of parents with children learning at home reported that they had very little time to help their children with online learning. 20% of Head Teachers across the UK cited online tutoring as a great tool to help with academic performance. Head teachers felt that online tutoring helped parents who struggled to find time to help their children.

Our commitment to supporting children with online learning

There needs to be a renewed focus on learning lost during the pandemic. Students will have faced huge disruptions to their learning, including exams being cancelled. To help those who have been hardest hit get back on track we offer an extensive range of online tutoring across various subjects and different stages. Our online learning includes private online tutoring across primary, secondary, GCSE, and A-Level subjects. Please click here if you are interested in online tutoring.

Need help choosing which GCSE options?  We recognise how overwhelming and challenging it is for students to pick their GCSE subjects. We’ve gathered some helpful information to assist you when choosing your GCSE subjects.

10 tips for choosing your GCSE subjects

1) Figure out which subjects are compulsory

Across England, some subjects are compulsory and are known as “core” GCSE subjects. They include Maths, English Language, English Literature, and Sciences. The ‘core’ science GCSE subjects are biology, physics, and chemistry. You need to choose at least one science subject as part of your GCSE options. They are the main compulsory GCSE subjects. However, some schools do make other GCSE options essential, so double-check with your school. 

2) Find out what options you have

You will have to pick at least one GCSE subject from the following four categories:

• Arts subjects including Drama, Music, Art and Design, or Media Studies.
• Technical subjects such as Food Technology, Computer Science, or Textiles. 
• Humanities subjects like History, Geography, or Religious Studies. 
• Modern foreign languages with Spanish, French, or German being the most taught. Some schools also require you to take a modern foreign language as a GCSE subject, so check your school requirements. 

GCSE options vary across schools, and your school might not offer all GCSE options. Whereas another local school or college might teach you some subjects, so always check with your school. 

3) Focus on your passions and aspirations

Learning GCSE subjects should be a driving force for your personal and professional development. Gaining a GCSE in a subject you don’t enjoy won’t be helpful if your grades are also negatively impacted. Additionally, you’re less likely to pursue it in your future career path. So, picking subjects that interest you is essential.

Ask yourself what motivates you? What subject will pique your curiosity and excite you? Will a GCSE subject help you get a job that you want to pursue? The latter is crucial to understand what each subject can offer in career pathways. Ask your teachers or careers adviser for more information to help you make an informed choice.

4) Think of good subject combinations and strike a balance

Although we said pick subjects you enjoy and are passionate about doing, it is also important to get the right balance between ‘soft’ and ‘hard’ subjects; this is so universities can see how varied your knowledge and abilities are. ‘Soft’ GCSE subjects are more likely to be practical, vocational, and creative. Some of these subjects can include PE, Media Studies, Drama, and Art and Design. In contrast, a ‘hard’ GCSE subject, also known as ‘traditional’ or ‘facilitating’ subjects. They include three core sciences, history, economics, politics, or a modern foreign language.

These subjects can show universities and employers how hard you can work. They can also typically teach skills that will be useful when applying to various degrees and careers. Consider choosing mainly “facilitating” GCSE subjects to keep your future options as open as possible. Then perhaps picking one or two ‘soft’ subjects because you’re interested in them, and they will help with your future. Getting a balance between traditional, academic, and practical subjects demonstrates that you’re a well-rounded learner. 

5) Review your skillset and strengths

It’s important to know what type of thinker and learner you are. Studies have shown that we often use one side of our brain more than the other. Those who use their ‘left’ side more tend to be more logical thinkers. That would be suitable for subjects such as maths and science. Whilst people who use their ‘right’ side are more creative thinkers. These students can thrive in GCSE subjects such as drama, art and design, or music. 

There are different ways that GCSE subjects are marked, through coursework and exams, written and spoken. So, it’s essential to know what you perform well in and if specific examining formats are challenging. Your teachers can tell you how courses are graded, and the percentage of marks assigned to each assessment.

6) Seek guidance from a careers adviser

GCSEs are usually chosen in Year 9 and most Year 9 students might not know what they want to do as a career. Careers advisors can help in so many ways. They can help you refine your interests; identify what skills you have and what goals you’d like to set. They can also help by providing a list of relevant subjects and what career pathways you could have. Careers advisers will offer support, information, and resources to help you with your GCSE options.

7) Don’t let others influence you 

Whether it’s friends, parents, or what subjects your favourite teachers do. You’re the one who must spend two years learning about the subject and do the assessments. You’ll also be the one with a grade at the end of it. So, it’s best to do something for yourself that you’ll enjoy rather than doing it because of someone else.  

8) Plan a realistic schedule that you can keep up with

You might think doing more GCSE subjects will look better to universities and future employers. More GCSE subjects mean you’ll have more qualifications and show you’re a well-rounded learner. However, some subjects might clash with your timetable.  This might mean you’ll have to do more work outside of school hours. So you need to understand what is realistic and achievable for you.

You need a timetable that won’t put you under too much pressure and leave you overwhelmed. Streamlining how many GCSEs you take will help you spread your time between subjects and keep up with the workload. It’s also important to make sure your schedule fits alongside your other commitments and regular breaks.

9) Think about how your GCSEs will complement your A-level choices

Some A-level subjects will require you to have already done the subject at GCSE level as you are typically learning and building upon GCSE content. So, if you chose a single science like GCSE biology but want to do chemistry at A-level, that choice may no longer be viable. Some A-levels don’t require you to take them at GCSE level, for example, media studies or economics.

10) Understand that nothing is final, and you can still gain further GCSEs later on

Don’t put too much pressure on yourself by thinking that you can’t do more GCSEs later in life. Even after you have done your A-levels, degree, or started your first full-time job. There are always chances to start or retake a GCSE subject if you need to, with a range of courses offered. 

Check out this link for additional information on choosing your GCSE subjects

GCSEs are qualifications that students in the UK study, usually from 14 years old or in Year 10. Students study a GCSE subject over two years, with final exams taking place in Year 11. 

For students, picking their GCSE subjects can be a daunting task. With some questioning, what exactly are my GCSE options? How should I decide what GCSE subjects are ‘right’ for me? How will my GCSE subjects’ impact my future? Here’s a friendly guide of our most frequently asked questions to help students make the best choice for them.

Which GCSE options are compulsory?

In England, some subjects are compulsory and are known as “core” GCSE subjects. They include Maths, English Language, English Literature, and Sciences. The ‘core’ science GCSE subjects are biology, physics, and chemistry. You need to choose at least one science subject as part of your GCSE options. You can also pick a combination of two or all three. 

They are the main compulsory GCSE subjects; however, some schools do make other GCSE options essential. Do check with your school and teachers if there are any other subjects you need to take. 

What GCSE options are there?

You will have to pick at least one GCSE subject from the following four categories:

• Arts subjects including Drama, Music, Art and Design, or Media Studies.
• Technical subjects such as Food Technology, Computer Science, or Textiles. 
• Humanities subjects like History, Geography, or Religious Studies. 
• Modern foreign languages with Spanish, French, or German being the most taught. Some schools also require you to take a modern foreign language as a GCSE subject, so check your school requirements. 

It’s important to note that GCSE options vary across schools, and your school might not offer all GCSE options, so always check with your school to make sure they offer the courses you would like to take.

Can I change my GCSE subjects?

You might be able to swap your GCSE options if you change your mind. However, changing subjects can be complex if your timetable clashes and there are no spaces available on another subject. Speak to your teachers and consider if you’ve given the subject a chance or need more support before giving up on a GCSE course you have already started.

When do I have to pick my GCSE subjects?

Across England, students will choose the GCSE subjects they want to study, usually in Year 9. In some schools, this might happen in Year 8, so check with your school or teachers. 

Schools will set different deadlines for when students must pick their GCSE options. You’ll get plenty of information about this from your teachers. 

How to choose your options wisely for the future you want

If you’re still unsure about your GCSE options, thinking about what you want to do in the future can help. Remember, there’s no “right” way to choose your GCSE options, but future planning is a good start. 

If you have a particular career or job in mind, you should speak to others (e.g., teachers, older students). Find out what employers and industry experts look for within that field. If you are thinking about continuing to A-levels, then consider what GCSE subjects you need to take to do them. For example, if you want to become a doctor, you’ll need to consider taking all three sciences at GCSE level. If you want a job where you need to travel, consider taking a modern foreign language.

However, like many students, you might not know what you want to do in the future. Then consider keeping your GCSE options open. Studying diverse subjects can help decide what sort of career you’d like in the future. They can also give you a good overview of different subjects.

What I wish I’d known about choosing my options

Many older students who have gone through the process and gone onto A-levels or University are valuable sources of information. They can give honest advice from a young person’s perspective, having been in the same position a few years earlier. Here are some common pieces of advice from previous students:

Dos

Pick GCSE subjects with your future in mind. Have a look at what GCSEs you need to do for certain A Levels. For instance, if you want to do Chemistry at A-level, you must do Chemistry at GCSE level. Knowing what options, you have later down the track can help you decide what options to pick now. 

Pick GCSE subjects you enjoy. If you don’t enjoy the subjects that you pick and are doing it to impress your teachers, parents, or friends. You might end up feeling unmotivated and having a strong dislike for the subject. Remember you’re committing to these subjects for two years, so it’s worthwhile doing subjects that you’ll enjoy and find challenging. 

Do your research. Ask your teachers if they think a particular subject could be a good option for you and what the choice will entail. Speak to older students who are currently doing the subject about their experiences and any helpful advice they can offer. 

Don’ts

Don’t stress too much. Although it may seem like a huge decision for your future. It’s also supposed to be about picking options that you’ll enjoy studying for the next two years. 

Don’t pick a GCSE subject just because your friends are doing it. It might not be the ‘right’ choice for you, and you don’t want to be stuck doing an unenjoyable GCSE. If you choose GCSE subjects different from your friends, you will have more to talk about with them. You also have the chance to meet new friends. 

Don’t pick a GCSE subject based on the teacher as anything can happen. On the one hand, a great teacher can make all the difference when learning GCSE level subjects. However, teachers can go on leave, they might not take your class, or they can find another job. So, you can’t make decisions based on what other people are going to do. Likewise, if you enjoy a subject, don’t let your relationship with a teacher deter you from picking it. 

For a helpful video on past student’s experience, please click here.

A-levels are qualifications offered to students aged between 16 and 19 across schools and colleges in the UK. They typically come after GCSEs, and there are over 40 A-level subjects offered to students. Some subjects students will have studied at GCSE level, and others can be new.   

A-levels are more academically focused subjects, whereas BTECs and NVQs are more practical and vocational qualifications. They are highly coveted by universities and employers, opening opportunities to higher education and future career prospects.

How do A-levels work?

During their GCSEs, students can choose which A-level subjects they would like to study. These choices are conditional based on what GCSE grades the student gets. 

Typically, students need at least five GCSEs at grades 9 – 4/A* – C to take A-level subjects. Some schools require at least a grade 5 (B) or above in the same GCSE subject you want to take at A-level. Do double-check this with your school or college. 

Most students study three or more A-levels over two years and can choose to study an AS-level or vocational qualification alongside them. Usually, assessments of A-levels are by exams. However, some subjects like the sciences will have practicals, and art and design have portfolios as part of their assessments.

Where can I study A-level subjects?

Across the UK, students can study A-levels at various educational institutions (schools, sixth forms, colleges).  Students can also do their A-levels at a different institution than where they did their GCSEs. 

A-levels are typically studied full-time. However, some colleges also offer students the opportunity to study them part-time. 

What is the difference between an AS and A level?

The teaching of A-levels and AS levels is similar. However, A-levels are more advanced and take double the time to complete. AS levels are like the first year of an A-level course, and until recently, they counted towards a full A-level. Most students would get their AS level at the end of year 12 and complete their A2 level (full A-level) at the end of year 13. 

However, that has changed since 2015. That’s because AS levels are now considered standalone qualifications, taken alongside, rather than as part of students’ A-levels. 

That means AS levels won’t form part of an overall A-level grade anymore. Students will take any AS exams at the end of their first year. In contrast, students will take all exams for A-levels at the end of their two-year course.

What does linear and modular course mean?

A-levels are now linear rather than modular. So, instead of being assessed after each module (modular), students will now take all their exams at the end of their two-year course. 

Students can have coursework to complete during this time. However, exams at the end of the course will form the majority of their assessment.

Are A-levels right for me?

Do you enjoy academic learning? Are you interested in studying a diverse range of subjects? Do you want to go to university? If the answer is yes to these questions, then doing A-levels could be a good fit. 

Universities and employers value A-level qualifications. A-levels are required to apply for degree courses and subsequent jobs. They are also good because they allow you to keep your options open, especially if you don’t know what you want to study further or what career to pursue. 

However, A-levels aren’t the only option post GCSE level, and they aren’t suitable for everyone. If you want to go into a specific trade or sector, vocational qualifications (BTECs and NVQs) or apprenticeships might be a better choice. 

Below we’ve put together a list of some careers that require A-levels to help you figure out what’s the right choice for you. 

Which careers require A-levels?

Some careers require you to have at least an undergraduate degree, and you need specific A-levels to do the degree you want. Below are some examples: 

• Biochemistry – chemistry and biology are essential, and either maths or physics will keep all courses open to you.
• Computer Science – Maths is essential, with computing, physics, ICT, or philosophy being useful. 
• English – English literature is essential, with humanities (history or RE) and a language (modern or classic) being helpful. 
• Medicine – taking chemistry, biology is essential, and either physics or maths are useful. 
• Physiotherapy – Biology is essential, with some courses asking for physical education alongside it or as an alternative. Other complementing subjects include chemistry, physics, or maths. 

Please click here to see a helpful guide listing which A-level subjects you need for specific university degrees. If you know what degree or career you’d like to pursue, you must look at the entry requirements. Requirements can be different depending on what university you’re applying to. Double-check with specific universities so you don’t find yourself without a subject that you need when applying. 

Certain degrees like psychology or law don’t require you to do the subject for A-levels. However, they have a combination of preferred subjects. So, picking certain subjects that allow you to keep your options open and apply for many different degrees might be helpful. Continue reading on to find out why. 

Which A-levels give you the most options?

Suppose you don’t know what degree or career you’d like to pursue post A-levels. Choosing a combination of certain A-level subjects does help to keep your options open.  These subjects are known as ‘facilitating’ subjects and they include:

• English literature
• History 
• Languages (modern or classical)
• Maths or Further Maths 
• Sciences (physics, biology, chemistry)
• Geography

The more facilitating subjects you choose, the more options you will have when applying to university. If you want to attend a specific university, look at their entry requirements to see what subjects are essential, preferred and even discouraged. 

How are A-levels different from GCSEs?

A-levels subjects are more detailed and complex than at GCSE level. There’s quite a big jump in difficulty and expectations of you as a student. For example, teachers and tutors will be expecting you to engage more in class and do more independent learning. If you are finding it hard to transition over to A-levels and need extra support, please click here. 

We attended the annual Part-time Work Fair at King’s College London on Tuesday 24 September.

This is the third year that Notebook Tutors has had a stand at the event, and it was certainly the busiest. During the 3 hour event, we spoke with almost 300 students!

We were impressed by the insightful questions that the students asked and their enthusiasm. We have always valued the tutors who have come to work for us from King’s.

Many students felt that part-time tutoring would be a great way to earn money. This is primarily because it can fit around their university timetable. It is also a fantastic way to build on a tutors’ communication skills. If you are interested in applying for a tutoring role, please see our Tutors Applications page for details about how to apply.

We hope to meet many more students when we are back at the fair next September!

Here is the latest post in our Featured Tutor series! As always, it showcases one of our many excellent tutors and demonstrates why he is so passionate about tutoring, and why we love him.

Moneeb studied a Master’s degree in Chemistry at UCL and achieved a 2:1; he also achieved highly in his GCSEs and A-levels. He has tutored students aged 7 to 13 in all subjects, but specialises in Science (particularly Chemistry) and Maths tutoring. Moneeb has helped several of our students accomplish more highly, most recently assisting a 10-year-old student to achieve ‘exceptionally high marks’ in Maths putting him in the top 2% of students nationwide.

1. Why do you like teaching?
Teaching allows me the opportunity to have a positive impact on the future of a student, it feels great seeing my students do well. Teaching is also an opportunity for myself to learn not just about the topic at hand but also more about myself.

2. What is your teaching style?
My style involves creating a relaxed environment where the student can feel comfortable, I try to be less a teacher and more a friend. I try to be creative and flexible in my explanations of new material to students, different students react differently to a certain way of learning, so it’s best to go with what the student likes most. I try to be positive and give praise especially when a student solves something difficult.

3. Tell us your best teaching moment.
I love it when students are able to build on knowledge I’ve taught them previously and use it to tackle a brand new problem that they haven’t seen before, it shows me and them that they understand the concept. Best moment so far is helping a student do extremely well in their end of year exams for Year 5 in maths.

4. What are your interests outside of teaching?
I’m an avid cyclist and love riding/working/buying new bits for my bike. I enjoy tech, food and travel videos online as well as learning new skills associated with data analysis/programming.

In January we wrote a blog about the new, tougher GCSEs and A-levels that are in the process of being rolled out over this year and the next couple of years. Recently articles have been published, notably by the Sunday Times, saying that the grade thresholds in these exams have been lowered in order to prevent a significant fall in grades achieved by students receiving results this summer. The mark required to achieve a good grade will be lower than previously expected.

This has been described as the principle of ‘comparable outcomes’, and the rationale behind the lowering of the boundaries is said to be to ensure that this year’s students will not be disadvantaged by sitting the new qualifications, as compared to previous years. Typically when new or significantly altered qualifications are sat for the first time, grades are relatively low as teachers are having to teach the area for the first time and they may not have enough materials and resources, including past papers, to help their students get the highest marks.

The effect of this change to grade thresholds will be to ensure that around the same percentage of students will achieve the top grades of A and A* (in A-level) this year as did the year before – around 25%.

We are sure that there will be those of you who disagree with this change in grade boundaries, perhaps on the basis that it seems to undermine the whole point of the exam reforms. Others will support the change for bringing much-needed security and reassurance for students nervous about taking untested qualifications. Either way, we will be keeping a close eye on the results this year and making sure that all of our A-level and GCSE tuition going forwards is rigorous enough to ensure each student reaches their full potential.

At Notebook Tutors we have recently been discussing the question of summer tuition. An article on BBC News last week features two parents who deliberately chose not to give their children any academic work over the summer holidays, in order to allow them to explore, play, and connect with the natural world.

We prefer to take a more balanced approach. We know that it’s essential to ‘let kids be kids’, and children certainly need time to relax, explore the world around them, and get away from the pressures of school and exams. However, as previously mentioned on our blog, summer learning loss is a serious and real problem. Children typically lose around two months of achievement in reading and literacy, and around two and a half months of achievement in maths, during the summer holidays. As Vivienne Stiles says in the article, ‘You can’t expect [children] to pick up in September where they left off’. This has a knock-on effect on the next academic year, as teachers have to spend the first few weeks of term going back over topics previously studied, rather than teaching children anything new. This is a waste of both teacher and student time, and it is something that we can ill afford given the significant pressure on children to achieve highly from an early age.

We think a ‘middle ground’ approach is best, with a bit of tuition throughout the summer to keep children academically engaged and not regressing; but with plenty of free time as well. Some of our parents use summer tuition for their children to learn something completely different and fun, such as a new language or computer programming, and we think this is a great idea; others use it to tidy up loose ends from the academic year and ensure their children are fully on top of everything learned in the last year, so they start the next year with no outstanding issues. We’re in favour of anything that keeps children learning and engaged.

Here is our latest post in our Featured Tutor series! As always, it showcases one of our many excellent tutors and demonstrates why he is so passionate about tutoring, and why we love him.

James is currently studying for a BSc in Anthropology at UCL. He is a highly experienced tutor in his fourth year of tutoring, having taught students at all ages from Year 2 through to A-level. At A-level he specialises in teaching Biology and Chemistry; he teaches Maths and Physics to GCSE; and all subjects including Maths and English up to 11+. James achieved stellar academic results at school in Kent, including A* in A-level Biology and Chemistry and 6 A* and 4 A at GCSE. Comments we have received about James include that he is always positive, he builds up great relationships with his students, he is thorough, and he is good at showing different ways to approach tricky concepts.

1) Why do you like teaching?

I enjoy teaching because it is highly rewarding, especially when the results come back for a tutee and you realise you’ve helped them achieve their full potential. I know from my own experiences that sometimes schools don’t have time for individual pupils, and cannot adapt to their individual needs in terms of learning, so being able to help a student with their work and to feel confident about what they’re doing in class is an amazing feeling.

2) What is your teaching style?

For me, one of the most important — if not the most important — role of being a tutor is to build a strong and good relationship with the tutee; to ensure lessons are not a chore, but are instead enjoyable and pressure-free. I also try to build confidence in students to tackle the questions they once struggled with, and to work through questions rather than setting them work for the lessons with no interaction.

3) Tell us your best teaching moment.

My most resonant memory was in my third week of tutoring when a Year 9 girl who was struggling with her fractions came to us, after trying out other tutors with little success. We both worked through an hour of fractions and by the end, she had made such great progress, she ran out to her mum shouting “I can do fractions!”. Her mother was very proud and seeing the girl so happy made me realise the benefits of tutoring and why I had started the job in the first place.

4) What are your interests outside of teaching?

I enjoy travelling around and taking photos, music and playing my guitars.

We were interested to hear about the plans to translate Chinese maths textbooks into English to allow British schoolchildren to use them, as described in this article.

The article confirms that while Chinese students score very highly in world rankings for maths, British students are far behind, on a level with Portugal and the Czech Republic. This is particularly problematic as our economy moves further towards a reliance on Technology and professional services, which require a high level of mathematical and scientific proficiency. If Britain’s maths teaching does not improve, we are storing up problems for ourselves in the future, potentially leading to difficulties in competing in high tech industries which are so crucial to our future success.

At Notebook Tutors, maths is our most popular subject for tuition and we get the most enquiries about it by some distance. Many students have difficulties in grasping the concepts and techniques as taught in class, while others simply need much more practice before they are fully comfortable in tackling tricky questions by themselves. Frequently the lack of one-to-one attention in classes leads to some students being left behind, and their teacher not having the time or resources to assist them individually. It is clear to us that considerable progress must be made in the way we approach maths teaching in schools, before our students will be able to compete on the world stage.

The article linked above raises some interesting points about the compatibility of the approach advocated in Chinese textbooks with the culture and education system in Britain, and notes in particular the differences in teacher training between the two countries – for example, in Britain most primary school teachers will teach all subjects, while in China primary teachers are specialised for particular subjects – and the amount of time a Chinese student will be expected to spend on learning – mentioning additional teaching and weekend school, which are not typical features of the education system here in Britain. At this stage it is not clear how these differences will affect the efficacy of the Chinese textbooks when tried in British schools.

Whether or not this initiative works, we will continue to provide high-quality one-to-one tutoring for our students. We think it is likely that no in-class approach to maths is likely to be as effective as individual private tuition with an experienced tutor, where a student’s individual strengths and weaknesses can be assessed and their weaknesses specifically targeted. If you are interested in maths tutoring, please see our maths subject page.