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Using an AEA in mathematics

Centre policy and reasons for offering AEAs

All the centres contributing to this case study offered GCE further mathematics to their most able students (usually those gaining grade A or A* at GCSE, although some centres recruit from the GCSE grade B cohort). Students who take the AEA are often but not exclusively recruited from the further mathematics cohort and are normally those aiming at a degree in mathematics or a related subject such as physics, engineering, chemistry, economics or computer science.

While the AEA often forms part of a wider extension programme for these students, alongside STEP papers and preparation for Oxbridge entry, many centres offer the AEA preparation classes to 'good' students not aiming for a career in mathematics as a means of further developing their skills. The AEA test questions are felt to offer good practice material for this purpose. 

Reasons for offering the AEA

Subject teachers gave the following reasons for offering the AEA.

• to provide the most able students with additional stimuli and challenge
• one centre felt that it had helped to raise some A level results by one grade
• studying for the AEA paper helps to raise A level performance
• is good preparation for reading mathematics at university
• practice for the AEA paper gives able students their first experience of trying to solve unstructured complex problems
• it can improve algebraic skills, and it helps students to think laterally
• at least one university was known to be considering the AEA when making offers.
  

While nearly all centres reported that not all their most able students elected to enter for the AEA, most who did were aiming for a career in the subject or a related subject.

Marketing and recruitment

While centres encourage their further mathematics students to sit the AEA, a few also consider entering good single mathematics students when requested. Two centres reported that the AEA was compulsory for further mathematics students, although one of these admitted that, while these students were required to attend the extension classes, not all took the test.

One centre reported that while they did not directly market the award, students found out about the AEA from their peers and requested to take it to enhance their UCAS application.

The time in which students were entered for the AEA varied across the case-study centres. Some entered students at the end of year 12, others at the end of year 13, while a few centres entered students in either year. All centres give students a briefing on the AEA, including any additional work requirements or centre conditions for entering. For example, two centres require their further mathematics students to attend enrichment classes in order to be entered for the AEA test.

Arrangements for supporting and preparing students for AEA tests

Nearly all centres provide extension classes or mathematical workshops for all students on a voluntary basis, as a way of extending mathematical achievement. While these workshops are not always specifically designed to prepare students for the AEA, the use of appropriate extension materials is felt to support preparation for the AEA. One centre offers a mathematical 'drop-in' workshop to all students at the end of each day.

One centre did not provide any form of additional class, preferring to set harder problems for AEA students within normal A level classes. These students are also given the AEA specification, awarding body guidance, specimen and past test papers and are expected to work through the papers on their own, asking for help when they need it.

Extension/enrichment classes usually take place once a week in the lunch break or at the end of the school day, for an average of one hour. Some centres, mainly colleges, include at least one weekly extension class as part of the timetable. Classes focus initially on the more demanding topics of the A level specification, move on to practise and discuss harder problems and puzzles (sometimes outside the A level specification) and finally, towards the end of the spring term, practise examination technique and answering questions on past AEA papers. Some examples of extra provision are given below:

AEA practice sessions are held after school and are open to all students. These start in February/March and each session lasts for one hour. Ten to 12 sessions are fitted in before the test. Staff run five additional two-hour classes at the end of the day (two in each of the autumn and spring terms and one in the summer term). These sessions are used for working through AEA papers and similar types of questions. The importance of 'complete solutions not just bits' is stressed.

An extension mathematics class is offered once a week in the lunch hour to year 13 students. The class starts with students doing animated magic tricks on the internet and progress to look at some A level topics in more depth, including proofs, modulus function and number theory. The teacher writes his own materials for these classes and students are given a reading list for recreational mathematics (available on the college website). From February students practise examination questions and are given individual advice about examination entry.

Students are asked to work in pairs on questions from past papers, followed by a whole-class philosophical discussion on the problems.

Activities and resources offering opportunities to enrich and enhance skills

Subject teachers suggested the following activities and resources.

• Involvement in the National Cipher Challenge. 
• Visits to lectures run by higher education institutions, for example UCL.
• Use of resources on American university websites.
• External mentoring schemes.
• Olympiad papers.

Also see

> Teaching advanced level subjects
> AEAs

QCA web links

> AEAs
> GCSE, GCE, VCE, GNVQ and AEA code of practice 2007

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Page updated: 12 June 2008
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