2. Mathematics in Context (Core Maths)
Launch event
Grahame Smart

3. Agenda Introducing our specification The Core Maths initiative
Our approach
Overview of the specification content
Overview of the assessment
Suggestions for delivering and teaching Mathematics in Context
Support and resources
Next steps
Mathematics in Context - Launch events

4. Why choose Pearson’s Core Maths
Maximising learner engagement and progression
Content selected on the basis of its relevance and application to a wide range of areas of study and employment
Real world relevance and the potential for application enables enriching and purposeful learning experiences
Assessments designed with learner progression and engagement at their heart
An approach that helps centres to embed Core Maths in their curriculum offer
Support for planning, delivery and assessment, and help with building learners’ mathematical comprehension skills.
Mathematics in Context - Launch events

5. The background to Core Maths
Concerns about very low levels of participation in mathematics post-16: only a fifth of students in England currently continue to study mathematics at any level after GCSE - the lowest rate of 24 developed countries surveyed
International tables show that England’s performance in mathematics has stagnated
30% of businesses reported dissatisfaction with the standard of school and college leavers’ numeracy
Mathematics is vital to many careers and linked to higher earnings
The resulting Government intention is that by 2020, the ‘vast majority’ of year-olds will study mathematics.
Mathematics in Context - Launch events

6. Core Maths qualifications Purpose
‘Core Maths qualifications should consolidate and build on students’ mathematical understanding and develop further mathematical understanding and skills in the application of maths to authentic problems, thereby offering progression from GCSE mathematics. Qualifications should provide a sound basis for the mathematical demands that students will face at university and within employment across a broad range of academic, professional and technical fields.’
Department for Education, Core Maths Technical Guidance, July 2014
Mathematics in Context - Launch events

7. Core Maths qualifications
Intended for learners who achieve A* to C in GCSE Mathematics, who choose not to study AS or A Level Mathematics
Measured as Level 3 qualifications, accredited by Ofqual
Distinct from AS/A Level Mathematics which are orientated towards preparation for higher study with a significant mathematical focus
At least 180 glh in overall size
Carefully selected range of GCSE content with at least 20% drawn from beyond GCSE
GCSE (9-1) Foundation tier content is assumed knowledge
Linear assessment; at least 25% synoptic.
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8. Timeline Assessment from May/June 2016 2014 2015 2016 2017
Qualifications accredited
First assessment opportunity, May/June
Second assessment opportunity, May/June
Early Adopter centres start teaching
Early Developer and other centres start teaching
Roll out continues
Wider roll out continues
First cohort with GCSE (9-1)
Assessment from May/June 2016
Mathematics in Context - Launch events

9. Performance tables
Approved for schools and colleges performance tables from 2016.
TechBacc
The number of students achieving the required combination of a Tech Level qualification, a recognised mathematics qualification at Level 3, and the Extended Project qualification.
Level 3 Maths measure
The proportion of students entering the school/college with GCSE grade C or above, and who go on to achieve an approved Level 3 mathematics qualification (including Core Maths, AS and A level).
Mathematics in Context - Launch events

10. UCAS and HE recognition
Awarded UCAS tariff points equivalent to an AS Level as follows.
Grade
Current tariff
New tariff A 60 20 B 50 16 C 40 12 D 30 10 E 6
Recognition among HE institutions is growing
Mathematics in Context - Launch events

11. UCAS and HE recognition
‘Whilst we would not discriminate against students who do not/are unable to take a Core Maths course from 2015 we welcome the ethos behind this development. For example, students in social sciences, business, psychology, sciences and health sciences who are not taking A/AS level Maths may find the Core Maths element useful in preparing for university study where a working application of maths or statistics may be required.’
Aston University statement on A-Level and GCSE reform in England
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12. Our research Stakeholder consultation
We engaged with a broad range of stakeholders:
HE lecturers representing a range of subjects that use mathematics including Psychology, Geography, Business, Economics, Pharmacy, Chemistry, Biosciences, Medical Studies, Engineering, Computing
Teachers from across different types of centre
Employer representatives.
Mathematics in Context - Launch events

13. Our research Key findings
We found support for:
Consolidating and building learners’ basic mathematical skills
Developing mathematical confidence
Developing ability to apply and solve problems in context
Improving skills in understanding mathematical information
A common set of content
Significant emphasis on statistics and probability
Incorporating algebra via engaging and purposeful real contexts.
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14. Our design principles 100% externally assessed
Two papers – each can cover all content areas
Extended themed tasks in both papers
Adult, real world, context-based tasks throughout
Authentic extracts and data from a range of sources
Questions at a range of demand within each themed task
A range of question types and a mix of short and longer response questions across both papers
Calculators may be used in both papers; formula sheet provided
Mathematics in Context - Launch events

15. Overview of specification
100% externally assessed
Paper
Title
Content assessed
Summary of assessment
Paper 1
(40%)
1 hour 40 mins
60 marks
Comprehension
Applications of statistics
Probability
Linear programming
Sequences and growth
Pre-released source booklet
Section A:
1 task
Section B:
Paper 2
(60%)
80 marks
Applications
3 tasks
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16. Our content principles
Common content with no optionality
Draws from and develops GCSE content areas: Number; Algebra; Probability; Statistics
Four content strands selected on the basis of their relevance and application to a wide range of areas of study and employment:
Applications of statistics
Probability
Linear programming
Sequences and growth.
Mathematics in Context - Launch events

17. Content rationale
Applications of Statistics enables learners to use data to understand the world, in readiness for study in many disciplines
Understanding of Probability and risk is a vital life skill with relevance to science, engineering, computer science, business and finance, gaming and everyday life
Linear programming develops learners’ ability to use algebra and graphs to model real world contexts
Sequences and growth extends learners’ financial maths skills and introduces applications of this topic to other real world phenomena
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18. Content
Applications of Statistics: sampling and its limitations; time series and moving averages; histograms; interpret, analyse and compare distributions; correlation; explanatory and response variables; product moment correlation coefficient; linear regression; Spearman’s rank
Probability: samples v. theoretical probability; independent and dependent combined events; conditional probabilities; probability notation and its applications; Venn diagrams and other representations; probability formulae; risk
Mathematics in Context - Launch events

19. Content
The following strands integrate a selection of algebraic techniques.
Linear programming: translate situations into algebraic expressions; plot graphs of linear equations; recognise linear functions; solve linear equations, inequalities, and pairs of simultaneous equations; use algebra to support and construct arguments
Sequences and growth: encompasses financial and other real life contexts and includes quadratic, reciprocal, polynomial and exponential functions; interpret gradient of curve as rate of change; linear, quadratic and other sequences; arithmetic and geometric series
Mathematics in Context - Launch events

20. Paper 1: Comprehension Introduction
Develops learners’ ability to respond to the data and mathematics they encounter in their wider studies and lives, preparing them for higher education and employment.
The source booklet details two real-life contexts.
Learners are required to comprehend, interpret and analyse the extracts in order to answer the questions.
One context is assessed in Section A and the other in Section B. Learners will need to refer to the source booklet when answering the questions.
Mathematics in Context - Launch events

21. Pre-release source booklet
Paper 1 of the Pearson Mathematics in Context Core Maths qualification includes a source booklet which is pre-released to centres before the examination. The source booklet will be available for centres to download from our website ( no later than 15 April for the examinations in May/June of that year.
Issue 2 of the specification incorporating this change has been published to the website.
Mathematics in Context - Launch events

22. Paper 1: Comprehension Structure
Pre-released source booklet:
Section A data source(s)
Section B data source(s)
Section A: first named context
Questions based on extract(s) in the source booklet
Total: 30 marks
Section B: second named context
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23. Paper 2: Applications Introduction
Learners apply their problem-solving skills in order to answer all the questions in the paper.
Section A revisits one of the contexts from Paper 1 giving learners the opportunity to do work in greater depth and/or carry out further application of mathematical techniques.
A source booklet will detail the context.
Section B contains three extended tasks each on a separate theme. The more “traditional” items, in keeping with extended GCSE/Level 3 mathematics.
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24. Paper 2: Applications Structure
Source booklet:
Section A data source(s)
Section A
One task based on one of the contexts in Paper 1
Questions based on extract(s) in the source booklet
Additional stimulus material may be provided
Total: 20 marks
Section B
3 tasks, each on a separate theme:
Task 1: named theme
Task 2: named theme
Task 3: named theme
Total: 60 marks
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25. Link between Paper 1 and Paper 2
One of the contexts from Paper 1 is carried into Paper 2 Section A.
Either context may be carried forward – learners don’t know beforehand which it will be.
Additional unseen content may be provided in the source booklet for Paper 2 Section A.
Paper 1: Comprehension
Section A context
Section B context
Paper 2:
Applications
Section A
Sections B:
Tasks 1, 2, 3
One of the contexts from
Paper 1 is taken into Paper 2
Mathematics in Context - Launch events

26. Assessment objectives
AO1
Use a range of mathematical methods and techniques, including using contemporary calculator technology and knowledge and use of a spreadsheet, to find solutions to mathematical and non-mathematical problems.
25–29%
AO2
Use a variety of mathematical and statistical approaches to represent and analyse relatively well-defined situations. This includes identifying and understanding quantifiable information and related assumptions in that situation, using mathematical and statistical representations and techniques appropriately, and deriving new information to draw meaningful conclusions about the situation.
30–40%
AO3
Generate and apply mathematical solutions to non-routine questions and problems taking creative approaches where appropriate, and test and evaluate answers and conclusions.
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27. Technology skills
Developed through teaching and learning for indirect assessment.
May be assessed in either Paper 1 or Paper 2.
Question papers will assess learners’ abilities to:
Use a scientific calculator
Know and understand how to use a spreadsheet
enter data and formulae
formulae based in the four operations e.g. =A2*(B6+B7)
other standard formulae: =sum(A2:A10); =power(A2,3); =average(A2:A10); =median(A2:A10); =count(A2:A10)
interpret graphs generated from spreadsheet data.
Mathematics in Context - Launch events

28. Engaging the learners who are likely to take Core Maths
We know that the learners taking the Core Maths qualifications will be a mixture of candidates:
Some will be learners who have gained a grade C or B and need to continue with some mathematical study
Some may have a top grade but are not interested in taking the more traditional A Level route
Some may be on a TechBacc programme and so required to do Level 3 maths alongside their main Tech level qualification.
Engagement is the key.
Mathematics in Context - Launch events

29. Engagement is the key to success
Many learners will be continuing with maths post 16 because of its value to their other studies and/or future progression plans. They may not be interested in studying maths for its own sake. In view of this the importance of the content being relevant is paramount. Making links to learners’ other subjects and interests will help engage learners. The Comprehension paper offers a way into this. Given the potential variation in ability of participants, differentiation within the resources is important.
Mathematics in Context - Launch events

30. Developing your course and scheme of work
Core Maths presents us with the opportunity to be innovative and develop themes and projects that require learners to apply mathematical skills and techniques to make valid judgments. Keep in mind that we want to deepen learners’ competence in the selection and use of mathematical methods and techniques. We also wish to develop confidence in the representation and analysis of authentic situations. Find out about the maths skills and the contexts used in other subjects and consider involving other subject teams in the design of the course.
Mathematics in Context - Launch events

31. Ideas and resources
Mathematics in Context - Launch events

32. Ideas and resources
Mathematics in Context - Launch events

33. Ideas and resources Radio Station
You work for a local radio station.
You have been assigned to work out the optimal amount of advertising revenue for your radio station.
The advertisers want to advertise within two specific genres on the radio station. These are Sports programmes (30 hours available) and News and current affairs programmes (12 hours available).
Mathematics in Context - Launch events

34. Ideas and resources Radio Station
Advertiser A requires blocks of 2 advertisements (only one advertisement allowed per hour) per week during sports programmes and 4 advertisements during news and current affairs programmes.
The advertising can go up in blocks as long as they are in the same proportion.
For example:
Sports 2 hours; News and current affairs 4 hours
Sports 4 hours; News and current affairs 8 hours
Sports 6 hours; News and current affairs 12 hours
Mathematics in Context - Launch events

35. Ideas and resources Radio Station
Advertiser B requires blocks of 3 advertisements (only one advertisement allowed per hour) per week during sports programmes and 2 advertisements during news and current affairs programmes. The advertising can go up in blocks as long as they are in the same proportion. For example: Sports 3 hours; News and current affairs 2 hours Sports 6 hours; News and current affairs 4 hours Sports 9 hours; News and current affairs 6 hours
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36. This information is summarised in the table: 2 4
Ideas and resources
This information is summarised in the table:
Sports
(hours)
News and current affairs (hours)
Profit
Worth to Advertiser A 2 4
Overall profit to radio £12 000
Worth to Advertiser B 3
Overall profit to radio £10 000
Time available for this genre of radio programme
30 hours (maximum available per week)
12 hours (maximum available per week)
Mathematics in Context - Launch events

37. Ideas and resources
Mathematics in Context - Launch events

38. Why choose Pearson’s Core Maths
Maximising learner engagement and progression
Content selected on the basis of its relevance and application to a wide range of areas of study and employment
Real world relevance and the potential for application enables enriching and purposeful learning experiences
Assessments designed with learner progression and engagement at their heart
An approach that helps centres to embed Core Maths in their curriculum offer
Support for planning, delivery and assessment, and help with building learners’ mathematical comprehension skills.
Mathematics in Context - Launch events

39. Support for planning Assumed knowledge listing – available now
Mapping to other maths qualifications – available now
Scheme of work – available now
Getting started guide – Autumn term
Mathematics in Context - Launch events

40. Support for assessment
Additional specimen papers – available now
Student exemplars with commentary – Autumn term
ResultsPlus – available from 2017
Also planned:
examWizard is a free test preparation tool containing a bank of past exam questions, mark schemes and examiners’ reports, so you can create mock papers, homework or practice tests in minutes.
Mathematics in Context - Launch events

41. Teaching and learning support
Guides for learners & parents and teachers – available now
Existing available resources – available now
Comprehension practice tasks – available now
Topic practice questions – available now
Mathematics in Context - Launch events

42. Published resources
We are committed to helping teachers deliver our Edexcel qualification and students to achieve their full potential.
To do this, we aim for our qualifications to be supported by a wide range of high-quality resources, produced by a range of publishers, including ourselves.
However, it is not necessary to purchase endorsed resources to deliver our qualifications.
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43. Endorsed resources*
Pearson is currently developing a Student Book to support Edexcel Mathematics in Context.
The Student Book will follow the teaching order of the scheme of work, and provide lots of source texts and real-life examples designed to build key, real-world mathematical skills.
The Student Book will be published early 2016, along with comprehensive teacher support for non-specialists and NQTs.
* These resources have not yet been endorsed. This information is correct as of 20 September 2015, but may be subject to change.
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44. Contact details Mathematics Emporium Website: www.edexcelmaths.com
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45. Next steps
Sign up to Emporium updates:
Visit the website or Emporium to download copies of the specification, sample assessment materials and support materials:
Look out for information about our Getting Ready to Teach events.
Mathematics in Context - Launch events