A STEP too far…


This morning I performed an experiment. Around a quarter of my time at work this year has been spent working on materials for the STEP Support Programme, and I thought it would be useful to put myself through the experience of doing a timed test. I chose last year’s STEP II paper, printed out a copy of the formula book, got a fresh pad of paper, some pens and a pencil, and set the timer on my phone for three hours.

Wow, what an experience. I have learned some valuable lessons that will certainly inform the responses I write on the STEP Support forum, and the messages I share with students when talking about STEP at events. And the messages I share with teachers, for that matter.

Having spent lots of time this year working through questions, I was pretty confident that even under time pressure I’d be able to produce some pretty good mathematics. And in places, I did! I came up with sensible ideas, did sketches, wrote stuff down. But I also did some disastrous mathematics, and exhibited some of the worst exam technique you could imagine. (I also took a fifteen minute break in the middle to check email, get a glass of water and go for a wee. I promise I didn’t cheat or think about the questions during that break though.)

Having looked at the mark scheme afterwards I think I probably scraped enough marks for a comfortable Grade 3… disappointing.


A decent sketch makes all the difference. This wasn’t.

Here’s where I think I went wrong, and what I have learned:

  1. I’ve been doing a lot of STEP III questions lately, so I think I overcomplicated things in a lot of places because I had forgotten that STEP II is on a narrower and simpler syllabus. I expected it to be harder than it actually was, thought to myself “It can’t be that easy…” so I did lots of unnecessary algebra. And once I was in that mindset, I couldn’t see the wood for the trees.
  2. Having got myself into lots of messy algebra, I found that I made lots of mistakes. This is the difference between me at 18 and me at 36 – at 18 my full time job was preparing for A Levels and STEP, and as I was doing Maths, Further Maths and Physics, I was spending a significant proportion of every day performing integration, differentiation, curve sketching, algebraic manipulation, trigonometry… Let’s face it, I’m rusty! I only spend a few hours a week working on STEP level maths these days, so it’s unsurprising that these skills are no longer fresh.
  3. Question choice. The bit that I did right was in reading through the whole paper before I started – I checked the timer and I think I took about 8 minutes circling things, annotating the paper, and thinking about what I might do. Then I did something daft and picked a Mechanics question, to prove that I can do mechanics now. And got stuck. And panicked. And spent too long. When I looked through with the mark scheme, I reckon I would only have got around 10 or 11 marks for what I did, but I spent more than a quarter of my time on it. As it was, I only attempted 4 questions, and two of those were little more than fragments.

But hang on – isn’t this exactly WHY we tell students to do a timed test before their exams? (Or preferably more than one!)


Further up the page, I failed to integrate correctly. Then I criticised myself.

Doing STEP questions with no time pressure, with the ability to look things up, to go away and think about it, to concentrate on one topic at a time, is a million miles away from actually sitting the exam. This exercise of trying a paper under near-exam conditions helped me to reflect on ALL the skills students need for STEP. Because as well as the problem solving mentality, the good ideas, the willingness to try things out, you also need fluency, timekeeping, common sense, self-discipline… I think my work this year has developed the first set of skills with regards to STEP, but it was never intended to address the second set. Perhaps I was too unkind to myself calling me “FOOL” but the sense of frustration that I have lost the ability to integrate accurately under pressure and concentrate on STEP questions for hours without a break overwhelmed me. And perhaps this is the final lesson to take from my experiment – preparing for an examination like STEP is overwhelming. It’s not just about developing the fluency, practising lots of questions, managing time effectively; it’s also about being kind to yourself, remembering that you are only human, and acknowledging that it’s just an exam. Once it’s over with, there will be music, dancing, flowers, love, and other things that really matter.


2 Responses to “A STEP too far…”

  1. Chris Hawkins Says:

    Isn’t the acronym for expanding brackets FOIL not FOOL? 😉

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: