Early Entry for GCSE:Pragmatism or folly?

Last night I hosted the #mathscpdchat for @NCETM on twitter.

The topic, rather coincidently was Early Entry. I really enjoyed the discussion that took place with many teachers,Early entry for GCSE Maths: pragmatism or folly?  with most highlighting the issue surrounding early entry being a blanket approach. However, some comments were also made about the variety of qualifications made available for Post-16 students.

A Levels are among the most robust but we need alternatives that all pupils have access to. One option would be to provide a qualification that encompasses mathematical skills that pupils will use in every day life and certain jobs. I know that we have functional maths qualifications but who actually takes them?

Early Entry-for the students or the school?

I have just spent the afternoon trawling twitter and the internet and I came across a lovely article that was upload to twitter.

This article from the Sunday Times highlights a big issue that has started to get out of control.
I taught in a secondary school for 9 years, slowly building up the reputation of Mathematics and the results started to follow. We created a set X which was for the brightest most able students. They were fast tracked and sat their GCSE at the end if year 10. During year 11 they completed AS modules, some actually banking these and going straight onto A2 when they went to college.

The students worked really hard and the competition to get into "Set X" was evident. All other students sat their GCSE at the end of year 11.

What makes a good Mentor/Mentee?

As my trainees are already in school I felt it was necessary to discuss the features of a good mentor and mentee. The relationship between a mentor and mentee is vital if the trainee is going to make the expected progress over the 9 months of the PGCE.

Hints and tips for your first day in school.