1. Maths Hubs and the Core Maths Support Programme
Core Maths: Why and How ?
Maths Hubs and the Core Maths Support Programme

2. Aims
To explain the rationale for Core Maths in the broader educational context
To inform prospective teachers about the key features of Core Maths
To sample a Core Maths activity
To identify sources of practical guidance about implementing Core Maths
Introduce the aims of the session.

3. 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 providers: DfE, 2014

4. 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
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 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.
Below
Grade C
GCSE Resits, Functional Skills
13%

5. INTRODUCING CORE MATHS
A new Level 3 course for students in post 16 education who have passed GCSE Mathematics at grade C and above but have decided not to study A Level Mathematics
Introduced by the Department of Education in September 2014, it forms part of the Government’s plan to increase participation and raise standards in mathematics education 
(Only 20% of students study mathematics beyond GCSE in the UK – in Japan this figure is 85%)
Designed in association with employers, universities and professional bodies as valuable preparation for employment and further studies
Same UCAS points as an AS Level
In England, most ‘successful mathematicians’ drop the subject at age 16 and never study mathematics formally again.
This contrasts with the picture in many other countries, where far more students carry on with mathematics.
Core Maths aims to solve this problem – it is a relevant, distinctive course intended to get the majority of students continuing with mathematics, understanding its importance and enjoying using it.
It’s a Level 3 course – and attracts the same UCAS points as an AS Level.

6. Content and Approaches
Core Maths builds on and extends GCSE mathematics with a sharper focus on problem solving skills.
The course covers:
Statistics and algebra        
Probability and estimation         
Data analysis and modelling         
Sequences and growth
Financial planning and management
Collaborative problem solving approaches and techniques
Using technology and spreadsheets
The content covers a range of techniques and knowledge that will be valuable in a wide range of contexts in work, life and further study.
Emphasise the idea that Core Maths will support students taking new A-Level subjects with increased mathematical content.
The approach stresses the importance of problem solving; showing students how the mathematics they studied to GCSE (and some carefully chosen additional content) can be applied to real-world problems.

7. Awarding Organisations and Qualifications
AQA Mathematical Studies
City & Guilds Using and Applying Mathematics
Eduqas (WJEC) Mathematics for Work and Life
OCR Level 3 Certificates:
Quantitative Reasoning
Quantitative Problem Solving
Pearson (Edexcel) Mathematics in Context
There are six qualifications that are approved as meeting the Core Maths specification.
None of the qualifications is actually called Core Maths, but they all follow the specification.
The courses are quite different; some have pre-release material, some use computers in final assessment, and the content is quite varied (although there is a solid ‘core’ of common content).
There is plenty of support available from the awarding organisations.
The range of courses and qualifications provides scope for tailoring provision to the needs and interests of the students.

8. 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.

9. The Cake Problem
Replace this slide with one introducing the agreed Core maths Task.
The activities suggested here are just three possibilities, any of which could be used to introduce participants to the Core Maths approach.
You may prefer to use a different activity, but choose something from the Core Maths website (to maintain the link to the previous introduction to the website).
It is important to get all the participants actively involved in the selected task.

10. Summary
Core Maths:
Represents a major opportunity to increase participation in mathematics post-16.
Meets the requirements of the new participation measure for mathematics.
Provides exactly the problem-solving approaches and practical mathematical skills that are needed in life, work and further study.
Provides support for the mathematical elements of many other areas of the post-16 curriculum – including new A-Levels.
We have seen the problems caused by low participation in post-16 mathematics in England. Core Maths offers a solution, and will enable schools and colleges to meet the new requirements for post-16 participation in mathematics.
Core Maths provides exactly the approach that is needed: using relatively simple but powerful mathematical ideas to solve complex, real-world problems.
Core Maths has tremendous potential to act as an ‘enabler’ course, by providing vital mathematical support to a range of other subjects.

11. NEXT STEPS Discussion and Planning
What are your next steps with Core Maths?
Our support can be arranged by contacting the Core Maths Support Programme at:
That’s Core Maths – we’ve explained what the course is for, given you a taste of the distinctive Core Maths approach, and had a look at some of the resources and sources of support that are available.
Now it’s over to you (i.e. the participants) – you can use the remainder of this time to plan your next steps with Core Maths.