CBI report – August 2010 ▪ Making it all add up: Business priorities for numeracy and maths At present not enough young people leave school or college with the numeracy and maths skills they need for work and life. The UK must do better:
CBI report – August 2010 ▪ Making it all add up: Business priorities for numeracy and maths More young people must be encouraged to continue their numeracy and maths education post-16 to support the UK’s need for highly numerate technicians and employees with high-level science, technology engineering and maths (STEM) skills
Nuffield report – ‘Is the UK an outlier?’ 2010 Recommendations (p8/9) 2. Develop alternative models for post-16 mathematics Potential models for post-16 mathematics should be researched and developed.... Could include: The creation of an intermediate option or options between basic and advanced mathematics, aimed at those students who have already achieved an A*-C grade at GCSE. This would reflect the different career pathways of students and provide them with an appropriate option in mathematics at post-16 level.
Participation in upper secondary mathematics ENG >50% 20-26% Any Mathematics
Background: ACME reports – Post-16 Mathematics: A strategy for improving provision and participation (Dec 2012) ▪ There is a wide consensus amongst politicians, employers, higher education tutors and others that students in England should, like their counterparts in the vast majority of other countries, continue to study mathematics to the age of 18. ▪ Increasing the number of students studying mathematics beyond GCSE by anything like 250,000 requires a coherent strategy and many years of investment.
Background: ACME reports – Post-16 Mathematics: Planning for success (Dec 2012) Summary of actions required for successful implementation ▪ Coordination and consensus ▪ Continued Professional Development and teacher supply ▪ Clear and comprehensive communication ▪ Curriculum and assessment ▪ Creating incentives and recognition
Background: Expert panel advice ▪ Nuffield report – ‘Is the UK an outlier?’ 2010 ▪ CBI Report - Making it all add up August 2010 ▪ ACME reports – proposals for post-16 mathematics Dec 2012 ▪ Expert panel report on core mathematics, Oct 2013
Technical guidance for 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.
Technical guidance for Core Maths qualifications Objectives 1. Deepen competence in the selection and use of mathematical methods and techniques. 2. Develop confidence in representing and analysing authentic situations mathematically and in applying mathematics to address related questions and issues. 3. Build skills in mathematical thinking, reasoning and communication.
Technical guidance for Core Maths qualifications ▪ Published July 2014 after consultation from April 2014 ▪ 180 guided learning hours ▪ Up to 80% Higher level content from the 2015 GCSE ▪ At least 20% level 3 content ▪ Problem solving approaches ▪ Terminal assessment
HEA Transitions report – July 2014 Investigated the mathematical and statistical requirements of: ▪ Business and Management, ▪ Chemistry, ▪ Computing, ▪ Economics, ▪ Geography, ▪ Sociology and ▪ Psychology
Launch of new high-quality post-16 maths qualifications ▪ New high-quality maths qualifications, which teach pupils how to use and apply maths in real situations, are designed to encourage thousands more pupils to continue studying maths beyond age 16, School Reform Minister Nick Gibb announced today (5 December 2014).
School Reform Minister Nick Gibb said: ▪ Strong maths skills are an essential part of our plan for education and are also vitally important to our economy. ▪ England has been falling behind other countries’ maths performance,... ▪ Only a fifth of pupils in England continue to study maths at any level after achieving a GCSE - the lowest of 24 developed countries.
School Reform Minister Nick Gibb said: ▪ These new core maths qualifications will help address a 16 to 18 ‘maths gap’ whereby students who achieve a good maths grade at GCSE currently drop the subject and start to lose their confidence and skills. ▪ Thanks to these new high-quality courses more pupils will be able to continue their study of maths, ensuring more young people leave education properly prepared for the demands of university, work and life in modern Britain.
School Reform Minister Nick Gibb said: ▪ The new courses will allow pupils to build on their maths skills using more advanced methods and techniques.... ▪ Pupils will learn how to apply maths to analyse situations, giving them the confidence they need to tackle problems in their adult lives. ▪ Students will also develop a more advanced understanding of statistics, financial maths and modelling - for example, understanding investments, analysing trends in population growth or calculating new ways to improve a process.
Core Maths Support Programme CMSP January 2015: ▪ Sector led initiative with 26 Partner Schools & Colleges ▪ 30 Core Maths Lead Teachers and Tutors ▪ 153 Early Adopter Teaching Projects (78 schools, 3 UTC, 15 SFC, 51 FE Colleges, 6 TechBacc) ▪ 3500 students Potential cohort - 250,000 students a year!
Current take up for Core Maths by sector Type of institution No teaching Core Maths Total number of institutions Percentage coverage Schools with sixth forms 7921044% Sixth Form Colleges 1510015% FE Colleges 5622025% Studio schools 3398% Total 15324636%
Core Maths implementation ▪ The aspiration that the vast majority of students continue with their maths education post-16 will be achieved in two stages: ▪ Stage 1 Offering Core Maths qualifications ▪ Stage 2 Delivering Core Maths ‘at scale’ for GCSE grade C+ students not doing A or AS level.
Early Developers for Core Maths Approximately 80 centre – schools and colleges, up to 3 nominations from each Maths Hub Developing course & resources Identify an appropriate Core Maths qualification Design course outline/scheme of work Identify and develop resources/provision Ready for teaching in September 2015 Professional Development Collaboration and networking through Hubs
Core Maths Support Programme Teaching and Learning ▪ Problem Solving ▪ Mathematical modelling ▪ Embedding technology Professional development ▪ Lesson Study ▪ Core Maths Masters Promoting Core Maths ▪ Card handout + A4 flyer
Herts and Essex ▪ 11-18 school (97% A*-C at GCSE/72% A*-B at A2 in Maths) ▪ Over 300 students in the Sixth Form ▪ Over 100 study Maths (2nd most popular subject) ▪ 10 Maths teachers in the department ▪ Maths Hub and Teaching School
Herts and Essex: Our Core Maths Students ▪ 1 class of 15 students (20 in September) ▪ Mostly Social Scientists ▪ Core Maths is an additional option ▪ Why are they doing Core Maths? ▪ Recruitment Sixth form induction Results day ‘Invitations’ vs requests Sixth Form open evening/IAGs/Assemblies
Herts and Essex: Timetabling and teaching ▪ Timetabled very late last year ▪ One option block only ▪ 4 lessons a fortnight ▪ 2 teachers last term Statistics Financial Maths ▪ Assessment
Herts and Essex: Resources ▪ “Maths through problem solving in a real life context” ▪ AQA interactive SoL ▪ Resources from CMSP ▪ Nuffield ▪ BBC Finance/YouTube/Newspapers ▪ GCSE Statistics resources
Herts and Essex: Moving forward… ▪ How many classes? ▪ Retention? ▪ Early recruitment (IAG meetings etc.)? ▪ Entry requirement for other subjects? ▪ Resource development groups? ▪ Assessing regularly? ▪ Working with other subjects? ▪ The right exam board/optional content? ▪ Student views?