Turning resits into relevance: powering post‑16 success with applied STEM
Every August we celebrate grade headlines—then quietly prepare thousands of 17‑year‑olds for compulsory resits in maths and English. The truth is uncomfortable: only about one in six maths retakers pass. We can do better—for learners, for employers, and for the UK’s skills pipeline. The Guardian
The problem isn’t effort; it’s context.
Young people aren’t failing for lack of grit. They’re failing because we teach abstract content without a “why”. When maths is a page of symbols, motivation drains. When maths is your car runs slower than the lap before—why? you’ll reach for ratio, data, geometry and error analysis willingly.
Ofqual’s 2025 results show overall GCSE grade 4+ at 67.1%, with big regional variation. That tells us where to focus, but not how. Post‑16 retake cohorts often include talented, practical learners who want to move into engineering, construction, digital and health. They need precision numeracy, not punishment. GOV.UK
AI is changing jobs—so our maths must change too
The ILO’s new global index estimates one in four workers are in occupations exposed to generative AI, with 3.3% in the highest exposure band—and higher exposure for women in high‑income countries. Translation: routine tasks will keep shifting; human strengths—problem‑solving, collaboration, safe tool use, communication—rise in value. Our post‑16 maths and English should build exactly those capabilities. International Labour Organization
Instead of rolling the dice on another all‑or‑nothing paper, offer modular units that close specific gaps (ratio & proportion, interpreting data, non‑calc fluency), assessed in authentic contexts—motorsport telemetry, energy budgets for EVs, CAD and tolerances, budgeting for a social enterprise. Tie every concept to a product, a performance metric, or a safety margin.
At RC Vision, we use electric radio‑control racing to develop “engineering habits of mind”: systems thinking, creativity, and iteration. Students collect lap data, diagnose mechanical losses, test hypotheses and present findings. Attendance improves. Confidence improves. And yes—maths improves—because it finally has a job to do.
Role models matter
This week the Royal Society celebrated 27 medal winners—spanning metamaterials, AI in medicine and public engagement. Showcasing these journeys tells young people there are many doors into STEM: via fabrication, software, healthcare, or communications. Pair that inspiration with assessment that rewards practical mastery, not just memory. Royal Society
For learners: relevant skills and real progression. For employers: candidates who can read a spec, analyse data and talk to a team. For the country: a STEM pipeline that keeps pace with AI‑shaped work.
If you’re a college leader or employer keen to pilot an applied, modular post‑16 maths offer using motorsport‑style projects, let’s build it together.
The fastest way to close England’s skills gap is to make learning useful, measurable and a bit noisy.
Keywords: GCSE resits, post-16 maths, modular maths catch-up, applied STEM learning, hands-on STEM, project-based learning, computational thinking, STEM pipeline UK, STEM education reform, AI impact on jobs, ILO AI exposure index, Royal Society awards 2025, RC Vision workshops, engineering habits of mind, community STEM learning, apprenticeships and HTQs, practical science UK, maths confidence and progression.
Sources for stats and claims above: Guardian editorial on GCSE resits (31 Aug 2025); Royal Society medals announcement (27 Aug 2025); Ofqual 2025 results infographics; ILO working paper on generative AI exposure (2025).
