Daniel Okoro
Daniel teaches GCSE maths to years 10 and 11. He reads the mark scheme before the textbook and tells pupils where the marks sit.
I teach GCSE maths to years 10 and 11, and I read the mark scheme before I open the textbook. That sounds dry, but it changes the lesson. A pupil can lose marks by rounding too early, missing a unit or writing the right answer without the line that earns the method mark. I show where the marks sit, then we practise the sentence that gets them. Foundation and higher pupils both need that clarity.
A typical lesson starts with one past paper question on the shared screen. We break it into steps, name the skill, and write the working in the same order an examiner reads it. Then we do two more questions with the method fading. If a pupil gets stuck, I ask them to read their own last line aloud. Often they spot the slip. For home lessons I bring printed questions and a spare calculator; online lessons use a whiteboard and a photo of their working.
I am DBS-checked and qualified. My philosophy is that maths is a set of decisions, not a memory test. You can learn to choose. I keep a running note of which topics are secure and which still wobble, and that note feeds the progress report parents receive. No surprises at parents' evening.
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Lessons start from how marks are awarded, then work back to the method.
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A section of a past paper each week, marked and returned at the next lesson.
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Calculator and non-calculator papers both practised, including the topics pupils avoid.
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Higher tier
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Problem solving
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Grade 7
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