Set up a peer-tutoring programme

ServiceProject-ready

Build a scheme that matches DP volunteers with younger students who want help in maths, with regular supervised sessions in school.

Where the maths comes in

Diagnosing misconceptions and explaining the same idea in several ways.

Service: Unpaid, voluntary work with others that also has a learning benefit for you.

Your CAS coordinator decides how an experience counts at your school. Strand summaries are provisional (our words, being checked).

Agree the scheme with the maths department, including how students are referred.
Recruit and brief tutors on good practice.
Run weekly sessions with a teacher nearby.
Track progress with the student's teacher and review each term.

This can grow into a CAS project if your CAS coordinator agrees: see planning a maths CAS project.

Date everything and keep it in your school's CAS portfolio as you go. More on what counts as evidence.

Questions to think about, not answers to copy. Write your reflections in your own words, in whatever form your school accepts.

Collaboration. What did someone else bring that you could not have done alone? Describe a disagreement or a mix-up in the team. How was it resolved?
Commitment and perseverance. When did you feel like stopping, and what kept you going? What does your record of sessions or meetings show about how regularly you took part?
Initiative and planning. What did you plan, and what did you have to change once you started? Who did you need to ask for permission or help, and how did you go about it?

Whether you meet an outcome depends on what you actually do and reflect on, not on the idea. Outcome labels are our short summaries, being checked.

Agree every plan with your CAS coordinator first. Safety and ethics for maths CAS.

Planning sessions? Our free standard lessons show one way to structure a topic.