Core Maths

Today What is Core Maths? Why does it exist and what does it involve? Benefits to students and staff Resources Awarding Organisations and their offers Tracking and assessment ideas Timetabling What the Maths Hub is offering and your ideas.

What is Core Maths? What does the course involve?

What is it? New qualification that started in 2014 (for Early Adopters) Aimed at those with Grade 4 or above at GCSE but not taking A Level Problem solving based course Maths for ‘work and life’ Carries the same UCAS points as AS

Why does it exist? 20% of 16+ study Maths beyond GCSE (competition?) Universities – remedial maths Employers – GCSE, STEM A Level? Confidence

Reforming Accountability: DfE Additional Performance Measures ‘The government has set the ambition that by 2020 the vast majority of young people continue to study maths to age 18. For students who have already gained a good pass at GCSE, we will introduce an additional measure (in 2017) showing the percentage who achieve an approved level 3 maths qualification, which includes new Core Maths qualifications to be introduced for first teaching in September 2015.’ Participants will probably already have heard something about Core Maths. The slide identifies one important element of the regulatory background. The government has made it clear that it is determined to increase the proportion of young people studying mathematics post-16. To this end, there will be an additional performance measure from 2017 based on the proportion of young people studying mathematics. We will start by explaining why this ambition is important, before going on to look at the new Core Maths qualifications that have been designed to help schools and colleges to achieve it. Reforming the accountability system for 16-19 providers: DfE, 2014

The Maths Gap 13% 13% The Maths Gap 74% not studying mathematics 5 – 16 Compulsory Mathematics GCSE A* – C A- Level 13% The Maths Gap 74% not studying mathematics Below Grade C Our system makes mathematics compulsory – but only to age 16! At age 16, about 65% of students in England achieve a Grade C or better in mathematics. Now let’s look at the 16-19 cohort. Let’s use the white rectangle to represent the whole cohort in full-time education. In this cohort, the people who continue with mathematics are [1] a relatively small proportion of the successful/enthusiastic students at the top of the ability range, and [2] the re-takers at the bottom. Almost everyone else (about three quarters of the cohort) drops the subject at age 16. This is what we are calling the ‘maths gap’ – and it is where Core Maths fits. GCSE Resits, Functional Skills 13%

The situation shown in the previous slide (most students dropping mathematics after the age of 16) is not normal. Many advanced economies do significantly better that England in this regard. For comparison – the pie chart is a reminder of just how far participation rates in England are lagging behind. Nuffield Foundation: Towards Universal Participation in post-16 Mathematics, 2013

Numeracy Skills: University Students ‘England has more university students with weak numeracy and literacy skills than most other countries.’ OECD, 2016 http://www.oecd.org/unitedkingdom/building-skills-for-all-review-of-england.pdf A recent OECD survey shows that numeracy (and literacy) skills of current university students in England are lower than those for almost every other country in the survey.. Given the lack of participation in mathematics post-16 in England, this may not be surprising; nevertheless, the position of England near the bottom of this long list of advanced economies should be a major cause for concern – and a call to action.

16-19 Study Programmes: DfE Core Maths ‘In most other advanced economies, the study of maths is the norm for students within their 16 to 19 education. Students who have already achieved GCSE A*-C should be encouraged to study maths at level 3 in the light of the value placed on this by employers and HE institutions.’ The Core Maths courses receive a specific mention in the DfE advice on 16-19 Study Programmes, in the section headed ‘Core Maths’. Core Maths is not compulsory, but for all the reasons we have already mentioned, it is something that institutions will want to consider very seriously. Emphasise the line from the guidance, ‘Students who have already achieved GCSE A*-C should be encouraged to study maths at level 3 in the light of the value placed on this by employers and HE institutions.’

What does it Involve? At least 180 GLH Most exam boards assess via two exams at the end of the course 1 Year/2 Years?

What will it be like? More practical approach – 80% is Higher GCSE with additional content in finance, budgeting, data analysis etc Spreadsheet use is common Focus on how to use skills rather than memorise and regurgitate More flexible approach – IT, projects, graphics etc

How is it Different to GCSE?

GCSE – A Mix of ‘Fluency’ and Problem Solving What often happens Shown a method Try the method lots of times Try exam questions More problem solving in the 9-1.

Core Maths More focus on the process – there are many different ways to interpret things Not always one ‘right answer’ – like in real contexts Learning through a variety of activities– a lot of open ended and ‘project’ based tasks.

Sample Questions

Sample Questions

Benefits to Students Increased confidence in their ability A new ‘view’ of maths Report writing and critical analysis – key skills in work and life The ability to tackle more open ended problems Ready for the maths in university Captures those students who would not be continuing with maths Focus on individual strengths and areas for improvement (not just academically)

Benefits to Staff Increased confidence and ability in mathematics teaching New ideas and resources Access to a network of other schools/colleges across the region

THE CORE MATHS WEBSITE Available now at www.core-maths.org Resources Case Studies Further Information If an internet connection is available, it is useful to show the Core Maths website ‘live’ – otherwise, use the slide to make the following points. The Core Maths website is your ‘one-stop shop’ for all the key information about Core Maths. The site provides case studies of Core Maths implementation, information about qualifications and a large and growing curated collection of resources that can be used directly in the classroom.

Activities Fitting Numbers Which Team Won Projects Mammals Cormathzadrine Spreadsheet

Exam Board Offers AQA – Mathematical Studies Edexcel – Mathematics in Context Eduqas – Mathematics for Work and Life City and Guilds – Using and Applying Mathematics OCR (and MEI) – Quantitative Reasoning OCR (and MEI) – Quantitative Problem Solving

Assessment AQA – Two Papers of 1hr 30 mins. One compulsory and one optional from a set of 3 (Statistical Techniques, Critical Path and Risk Analysis, Graphical Techniques). Both are 50%. Edexcel – Two exams, both compulsory of 1hr 40 mins. One is Comprehension (40%) and one is Applications (60%). City and Guilds – Two papers (Mathematical Modelling (1hr 30 mins) and Mathematical comprehension and Communicating with Mathematics (2 hrs). Access to a computer is allowed.

Assessment Eduqas – One exam of 2hr 30 mins (80%) and coursework (20%) OCR – Quantitative Reasoning – Two exams (Introduction to Quantitative Reasoning, Critical Maths). Both worth 50% OCR – Quantitative Problem Solving – Two exams (Introduction to Quantitative Reasoning, Statistical Problem Solving). Both worth 50%

Sample Assessments

Tracking and Formative Assessment Sample exams Exambuilder – GCSE questions Presentations Projects/Problem Solving? Student Work

Timetabling Most common models: Option blocks – All blocks Option blocks – In same block as AS/A Level Maths As an add on – students given choice of EPQ or Core Maths Timetabled outside ‘normal’ hours as enrichment

What can the Maths Hub do for you? Ideas in the pipeline: Two more regional events Lesson study model – observations Visits to teach a ‘Core Maths lesson’ or open evenings. Workgroup on assessing problem solving Starter Pack and local sessions. Exam revision/prediction Other ideas?

Starter Pack Brief Introduction Brief guide for senior leaders Summary of exam board offers Places to find resources Student feedback (local) Examples of tracking and assessment Example Scheme of Work Promotional material