The 5Rs approach to GCSE Maths resits, a two-arm cluster randomised trial - Protocol v1.0 - Revision protocol

Sep 5, 2026

The protocol describes a two-armed cluster randomised controlled trial evaluating the 5Rs approach to improve attainment for learners aged 16–19 resitting GCSE Maths. The intervention targets teacher support through a structured five-part lesson model and content drawn from the most common GCSE topics, supported by diagnostic tests and online resources. Eighty post-16 settings and up to 6,400 pupils are included, with the primary outcome as GCSE Maths raw mark and secondary outcomes covering grade, attendance at exam sessions, and student attitudes. Detailed methods cover randomisation, outcomes, analysis, process evaluation, cost evaluation, ethics, data protection, personnel, risks, timeline, and references.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Intervention

Lesson structure (5Rs)

Study rationale and background

Impact Evaluation

Research questions

Design

Randomisation

Participants

Incentives

Sample size calculations

Outcome measures

Analysis plan

Implementation and process evaluation

Cost evaluation

Ethics and registration

Data protection

Personnel

Risks

Timeline

References

Appendix 1

Appendix 2

| PROJECT TITLE | The 5Rs approach to GCSE Maths resits, a two-arm cluster randomised trial | | --- | --- | | DEVELOPER (INSTITUTION) | Julia Smith Ltd & Association of Colleges | | EVALUATOR (INSTITUTION) | York Trials Unit, University of York | | PRINCIPAL INVESTIGATORS | Pam Hanley & Louise Elliott | | PROTOCOL AUTHORS | Pam Hanley, Louise Elliott, Caroline Fairhurst & Elizabeth Coleman | | TRIAL DESIGN | Two-armed cluster randomised controlled trial with random allocation at the setting level (efficacy) | | PUPIL AGE RANGE AND KEY STAGE | Aged 16-19; KS5 | | NUMBER OF SCHOOLS | 80 post-16 settings | | NUMBER OF PUPILS | Max 6400 | | PRIMARY OUTCOME | GCSE Maths raw mark | | SECONDARY OUTCOME | GCSE Maths grade; attendance at exam sessions; student attitude towards mathematics | Protocol version history | VERSION | DATE | REASON FOR REVISION | | --- | --- | --- | | 1.0
[original] | 06/06/2019 | | Table of contents Intervention ........................................................................................................................... 3 Study rationale and background............................................................................................ 6 Impact Evaluation ................................................................................................................. 7 Research questions ........................................................................................................ 7 Design ............................................................................................................................ 7 Randomisation ............................................................................................................... 8 Participants..................................................................................................................... 8 Incentives ....................................................................................................................... 9 Sample size calculations .............................................................................................. 10 Outcome measures ...................................................................................................... 11 Analysis plan ................................................................................................................ 13 Implementation and process evaluation .............................................................................. 15 Cost evaluation ................................................................................................................... 20 Ethics and registration......................................................................................................... 20 Data protection.................................................................................................................... 20 Personnel............................................................................................................................ 21 Risks ................................................................................................................................... 22 Timeline .............................................................................................................................. 23 References ......................................................................................................................... 24 Appendix 1 .......................................................................................................................... 26 Appendix 2 .......................................................................................................................... 27 Intervention The 5Rs is a well-manualised intervention that aims to enhance the support teachers give to students re-sitting their GCSE Maths to improve their attainment. It consists of both a set lesson structure and lesson content. The

FAQs

What is the 5Rs approach in this trial?

The 5Rs approach is a structured intervention designed to enhance the support teachers provide to students resitting GCSE Maths. It combines a five-part lesson structure with content built around the most common GCSE exam topics and supporting materials.

How is the trial designed and randomised?

The study uses a two-armed cluster randomised controlled trial. Random allocation occurs at the setting level to evaluate intervention impact.

What outcomes are measured?

The primary outcome is the GCSE Maths raw mark. Secondary outcomes include GCSE Maths grade, attendance at exam sessions, and student attitude towards mathematics.

Sep 5, 2026

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