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Core Maths. THE NEED - Statistics The government has set out an ambition for the overwhelming majority of young people in England to study mathematics.

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Presentation on theme: "Core Maths. THE NEED - Statistics The government has set out an ambition for the overwhelming majority of young people in England to study mathematics."— Presentation transcript:

1 Core Maths


3 THE NEED - Statistics The government has set out an ambition for the overwhelming majority of young people in England to study mathematics at least to age 18 by 2020. 40 per cent of students each year do achieve a grade C or above at GCSE but do not continue with any form of more advanced maths after age 16 – over 250,000 each year in total.

4 THE NEED - Research About 250 000 undergraduates each year are reported by their HE institution to need some mathematics or statistics in their course, but have not done any mathematics since age 16 A large number of primary school teachers, responsible for the next generation’s success or otherwise in mathematics, have done no mathematics since obtaining a weak pass in GCSE Mathematics at age 16 Many students following Level 3 courses need more mathematics to support their studies Employers report a ‘skills gap’ in mathematics among their new recruits

5 Core Maths Designed for post 16 students who achieved grade C or above in GCSE 180 Guided Learning Hours (GLH) (cannot be AS) Must be graded using a minimum of four grades First teaching in September 2015 (‘early adopters’ to start in September 2014) Minimum of 80% external assessment Internal assessment should be assessed by external moderation

6 Core Maths Content will include material from the Higher tier of revised GCSE content, published on 1 st of November 2013, specifically the content targeting higher attaining students shown in bold, and appropriate Level 3 material No intention for there to be completely common content across all Core Mathematics qualifications Courses will be required to include challenging material, some of which may be optional Content to focus on:  the application of mathematical knowledge to address problems;  representing situations mathematically;  use of mathematical and statistical knowledge to make logical and reasoned arguments in a variety of contexts

7 What do we already have Introduction to Quantitative Methods Critical Maths

8 Quantitative Methods ACCREDITED Ready for teaching from September 2014 Level 3 Certificate in Quantitative Methods (MEI), which comprises the single unit Introduction to Quantitative Methods(IQM) AS in Quantitative Methods (MEI) which comprises three units: IQM and two existing units from the GCE Mathematics (MEI) suite - Statistics 1 and Decision 1

9 Critical Maths The DfE is funding MEI to investigate how Professor Sir Timothy Gowers's ideas might inform a curriculum that could become the basis of a new course for students who do not currently study mathematics post-16. The curriculum will be based on students engaging with realistic problems and developing skills of analysing problems and thinking flexibly to solve them. Such problem-solving skills are highly valued by higher education and employers.

10 What are we planning to do?

11 OCR’s Vision for Core Maths OCR’s qualifications place emphasis on mathematical and statistical problem solving and are aimed at: students taking level 3 courses, for whom GCE Mathematics is not appropriate; students who need support for level 3 or HE; students who need to continue with some mathematics because they intend at some stage to enter a teacher training or health professional training course; students who do not intend to continue in full-time education and will be moving on to do apprenticeships or straight into employment.

12 OCR’s Vision for Core Maths OCR’s central aim is to develop a coherent mathematics syllabus (curriculum plus assessment plus support) that emphasises and encourages the following widely recognised desirable outcomes: sound understanding of mathematical concepts, skills and techniques from GCSE and beyond; fluency in procedural skills, common problem solving skills and strategies; confidence in applying mathematical thinking and reasoning in a range of new and unfamiliar contexts to solve real life problems; competency in interpreting and explaining solutions of problems in context.

13 OCR’s Vision for Core Maths It became clear from our research that one Core Maths qualification will not satisfy needs of all students from the target group. Based on those conclusions OCR decided to design two different Core Maths qualifications: one which concentrates purely on real life problem solving (Quantitative Reasoning) and one that has a distinct statistical flavour (Quantitative Problem Solving).

14 Features of OCR’s qualifications Modelling The statistical problem-solving cycle The financial problem-solving cycle Use of technology Critical Maths Statistical Problem Solving Two papers (2 hours each) No coursework Pre-release material

15 Resources and support Core Maths Support Programme (CMSP) Large resource package developed by MEI Support from OCR  access to Subject Specialist  network meetings  forums  and more

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