Talen Mudaly
Talen Mudaly, a former student at Queen Elizabeth High School in Carmarthen, generously shared his experiences of studying Further Mathematics through MSPW. Coming from a mixed ethnic background and being the first in his family to navigate A-levels, Talen spoke candidly about the challenges he faced; from managing his time effectively to finding the right support structures.
Talen’s passion for mathematics and his determination to succeed led him to develop strong study habits and make the most of the resources available to him. Now studying Computer Science and Mathematics at the University of Manchester, Talen is excited about the opportunities ahead and is already looking toward future possibilities in fields like quantum computing and space technology.
Q: What was your motivation for choosing Further Mathematics?
I knew from the start of year 13 that the degree I wanted, Computer Science with Mathematics, required Further Maths. Asides from that, I was curious to see how far I could stretch myself mathematically. I saw it as both a challenge and an opportunity to build a stronger foundation for the future, I enjoyed further maths which made it a obvious choice.
Q: What did you think of the whole MSPW experience, the initial orientation sessions, the teaching, weekly sessions, feedback on homework, Mock exam, access to resources, flipped videos etc?
The MSPW programme really was one of the best tools for learning maths I used. Having resources available at the click of a button meant I could revisit topics whenever I needed, which was invaluable when preparing for exams. The flipped videos and weekly sessions kept me on track, and being able to email Theresa directly for guidance was a lifesaver compared to chasing teachers around school. It made the whole experience feel more flexible but also more personal.
Q: Did MSPW meet your learning needs? Did you need to adapt or change your learning style?
The MSPW programme really was one of the best tools for learning maths I used. Having resources available at the click of a button meant I could revisit topics whenever I needed, which was invaluable when preparing for exams. The flipped videos and weekly sessions kept me on track, and being able to email Theresa directly for guidance was a lifesaver compared to chasing teachers around school. It made the whole experience feel more flexible but also more personal.
Q: What helped you to stay committed?
What really kept me committed was knowing where I wanted to go and my passion for further maths itself. I didn’t want to just get through Further Maths, I wanted to do well because I could see how it linked to certain fields and technologies in industry. Along the way, my confidence grew. I started trusting my own problem-solving more, thinking more critically, and aiming higher in terms of ambition.
Q: Having achieved excellent grades, what opportunities has your success unlocked? University? Internships etc?
Achieving the grades I did has allowed me to join the University of Manchester, where I am now studying Computer Science and Mathematics. That in itself is exciting, but what inspires me most are the possibilities and doors it opens up. Fields such as quantum computing or space technology that once felt out of reach now feel like goals I can work towards.
Q: Can you tell us a little about any barriers to learning you may have had, and how you overcame them?
No one in my family is familiar with A levels, so I had to rely fully on the support provided by the FM MSPW course, which was plenty. Initially I didn’t manage my time very well, and that showed in my mock exam. What helped me recover was dedicating specific free periods to working on the course. I even made myself accountable by sitting quietly at the back of another teacher’s classroom just so I would stay focused. During these times, I would use my laptop and stylus to go through the resources and work through problems, which helped me stay organised and make the most of each session.
With the content itself I had no worries at all, since I got replies to my emails almost instantly. Being able to ask about specific questions or pick out tricky parts of the material made it much easier to stay on top of everything.
Along the way, I also realised that even though my maths and physics teachers couldn’t always help with the exact content, they still supported me in other ways by giving me space to work and helping me manage the workload. Having those structures in place made it much easier to cope and reminded me that I wasn’t doing it all alone.