The National Criteria for GCSE Mathematics stated fifteen
Objectives setting out essential mathematical processes in
which candididates' attainment would be assessed from the
year 1966. It also stated that by 1991 all schemes must
include the assessment of coursework which would carry
between 20% and 50% of the total assessment.
Representatives from all Lincolnshire secondary schools
took part in a Phased Training programme for the MEG GCSE
Mathematics scheme. The meetings highlighted a lack of
expertise in this form of assessment together with anxiety
about the changes in teaching strategy necessary. The
author was seconded for one year as an In-Service Trainer
working with the teachers and the pupils providing advice,
encouragement and material support in order that GCSE
coursework had a coordinated start in the County schools.
This thesis is a record of the In-Service Training
programme as teachers attempted to come to terms with the
changes in their role demanded by the new GCSE syllabus. It
follows the development of a scheme of coursework aimed at
the Lower School designed to introduce pupils to the art of
Investigation and to the writing of accounts. It also
attempts to clarify the assessment and moderation of
coursework, two issues which were not understood in the
early days of the new examination system.
The research method is a combination of case study, action
research and observational techniques based· on the
activities of thirteen Cluster Groups established in the
County and of the staff and pupils in a sample of eight
schools. Detailed notes from observation of the
interactions in the field with both teachers and pupils
will provide illuminative evidence for the author's views
on the successes and failures of the changes being made.
A Master's Thesis. Submitted in partial fulfilment of the requirements for the award of Master of Philosophy of Loughborough University.