Learning Never Stops: My Adult Maths GCSE Experience

With GCSE results due to be released later this week, I thought I would share my reflections on returning to the classroom in September 2024 as a student, the reason for my return was unfinished business.   

Despite a few attempts when at school, I still had not passed my Math's GCSE, now some may think why go back and try now when you have gone on to pass many other higher qualifications. 

However, at that time to study an apprenticeship you still needed to have a Grade C/4 or above to study on an apprenticeship. (Later in the year the government changed that requirement for some apprenticeships). 

Why an apprenticeship, I choose an apprenticeship as I am currently employed full time and thought learning whilst working appealed. When it comes to my own personal development and specifically formal qualification development, finding the time has been a recurring challenge. 

Like many I wanted to further develop my craft and gain a qualification that matched my experience, I currently work as a Teaching, Learning and Development manager at a large group of Further education colleges in the southeast. 

The role involves me taking the lead on teacher development across the organisation, that includes running the Level 3 Award, designing, and facilitating teacher development workshops on specific aspects of Learning, Teaching, and assessment. 

For the Math's GCSE I decided that an evening class fitted best and decided to attend one offered by the college’s online faculty. I am used to delivering online workshops and thought this model of delivery would suit the way I learn. In addition to attending the weekly online lecture, we are asked to complete activities via an online platform called Century. 

I found Century very intuitive to use, I liked that you first watched a short video going through how to do the sum or calculation and then have a go at carrying out the practice activity, this method of learning really worked for me. Studying whilst working full-time is always a challenge, whether that is a GCSE in Math's or some other qualification and that was very much the case.  

Having said that, I got into a rhythm of regularly completing practice activities, doing my homework, and attending my lesson on a weekly basis. 

 All the mock assessments I did seem to suggest that I was on target to get the grade I needed, however despite this there was still an element of doubt as I had struggled at school.  

When it came to the exam itself, I have to say it was slightly surreal having been an invigilator on so many exams to be the one sitting the exam. I am sure it caught some of my colleagues out, when they arrived to invigilate the exam to find it was me who was taking it. 

 The first few questions on the first exam went okay, but I did struggle with the latter questions. I fared better on the second and third paper, and despite being uncertain if I had been successful when the results finally arrived last summer, I am pleased to say I achieved the grade 4 I needed to study for the apprenticeship. 

Now I feel very fortunate my lack of Maths GCSE has not prevented me from progressing in Education, having gained an HND, a Degree and a Certificate of Education. 

However, I do wonder how I would have gotten on if the current rules, requiring students to achieve a grade C/4 in Math's and English before being allowed to progress to Level 3 course and beyond had been in place. 

Now, I know it is important that everyone has a good level of numeracy and literacy. However, I do wonder if the current system is the right way of doing things, by restricting the choice of development opportunities are we not at risk of switching them off to learning and education, whilst also minimising the job opportunities available to them. 

As mentioned above rules linked to have Math's and English GCSE prior to studying certain apprenticeships have changed, however most level 3 course require a minimum of 5 GCSE’s including English and Math's. 

Surely, we need to try to encourage our young people to actively engage in lifelong learning, as with the advance in AI, the job market is evolving and the type of jobs that are available now will not necessarily be around in the future.  

We must also consider how this failure to progress impacts their confidence and self-belief, I still struggle with confidence even now despite having had a successful career.  

Surely there must be another way of ensuring students have a sufficient Math's and English skills without restricting their progression.