it is accessible and relevant. Your thoughts on these new post-16 maths courses and their likely impact on the so-called “maths gap”? This culminated recently with the HMT and DfE initiating a review by Professor Sir Adrian Smith, FRS announced in the March 2016 Budget to consider: ‘the case for and feasibility of all students continuing some form of mathematics until 18’, with ‘mathematics being interpreted in its broadest sense, including quantitative skills, statistics and data analysis’, ‘the increasing importance of mathematical and quantitative skills to the future workforce’. Learn more about the Initial Assessment Tool. See more directly from the DfE at: Launch of new high-quality post-16 maths qualifications . This will help education providers to support more students aged 16 and over to study maths.'. As well as new reformed AS and A levels in mathematics, statistics and further mathematics; awarding organisations have introduced new ‘core maths’ qualifications at level 3 for students not taking A and AS levels in mathematics. Two key recommendations concern negative attitudes to mathematics and the importance of mathematics to a wide range of careers. Friends, Community and Relationships 5. was published in July 2017 and one which I very much welcome. Sir Adrian’s long-awaited report was published in July 2017 and one which I very much welcome. This is still below average. 2.2. to the report that the review had made a: clear the importance of students continuing with mathematics post 16: The review has 18 recommendations which can be found on pages 7-14 in the, includes establishing a new Level 3 Maths Support Programme (L3MSP) which ‘will build on the momentum created by the Further Mathematics a. Use this reliable tool to assess the skills gaps of your learners and develop the best route forwards for them. In English, 27.3 per cent of the 62,000 students who had previously achieved a GCSE grade 3 or D or equivalent (level 2) received a lower points score, with 37.2 per cent improving. We would encourage all providers to offer these new qualifications for their students.'. Post-16: What next? foundation - a pathway for students not taking a substantial level 2 or 3 qualification. Watch this space for more information! 213-215. To improve the life chances of students we would therefore like to see providers offering a range of level 3 mathematics qualifications and more students participating post-16. Post-16 GCSE (9-1) Maths resources On this page you will find all resources relevant to teaching of post-16 maths. Glaister, P. and Rycroft-Smith, L. (2017) Pathways, transitions and networks. Our qualifications provide learners with the skills they need to gain employment, move ahead with further study or support them in life, meaning you will be able to get full funding for the learner. At The Grove we believe that a clear transition path to post 16 and beyond is important for our students, their families and the school. Just to be clear: my focus here is on students who have passed their GCSE Mathematics immediately after the end of year 11. Post-16 English and mathematics If you have a student who needs to re-sit GCSE (9-1) English Language and/or Maths, take a look at what our qualifications can offer you. A degree in English and or Maths or equivalent in a related subject to give you the confidence to teach English & Maths subject up to and including GCSE level Mathematics qualifications are opening up mathematics post-16 for a cohort who would otherwise not have done mathematics, without diminishing numbers of those taking the traditional A-level. Part of. With our wide range of qualifications and wealth of knowledge and resources, we can help you identify your learners' skills gaps and support them with English and mathematics training tailored to their needs and ambitions. I therefore very much welcome the Government’s commitment to increasing participation in level 3 mathematics. Higher levels of achievement in mathematics are associated with higher earnings for individuals and many employers are looking for applicants with advanced mathematical and quantitative skills. The thorough investigation has led to Sir Adrian to make 18 clear, strong and wide-ranging recommendations. Maths Hubs/Reviewing/Board & Committee Membership, Industrial Strategy: building a Britain fit for the future, arge programme uplift for further mathematics, AS/A levels in Mathematics and Further Mathematics. We're here to support you with the challenges ahead. The number of students taking the EPQ is growing rapidly and universities are now noticing its value and using it when selecting students. final recommendation on the long-term implications of the rise of data science for education and training in mathematics and quantitative skills. As universities and employers alike stand to benefit significantly from better-prepared students and employees, they should also be strongly supportive of this step-change in commitment by the Government. ISSN 1361-2042. To see what's available, select Functional Skills in our training search. Here, you’ll find everything you need to deliver our GCSE (9-1) Mathematics as a post-16 resit including our specification and free qualifications support materials. The challenge of improving post-16 attainment is a particular issue for students from disadvantaged backgrounds. GCSE Maths to post-16 students Get the basics right Focus on mathematical fluency by starting with nine key skills: addition, subtraction, multiplication, division, fractions, decimals, percentages, ratio and scale. The routes available to you after GCSEs or Nationals. It promotes independent and self-directed learning in preparation for undergraduate study. There is absolutely no doubt that Government is fully behind more students continuing studying mathematics to 18, and has provided two clear pathways for those with a GCSE pass: refers to a set of new level 3 qualifications designed to provide opportunities for students who achieved a pass in GCSE Mathematics (but who are not taking AS/A level Mathematics) to continue with the subject. These qualifications are intended to complement a range of academic and technical programmes, designed to strengthen and build on students’ existing skills, with a focus on using and applying mathematics and statistics, particularly in real life scenarios, and with a strong emphasis on contextualised problem-solving. which is clearly related to the issue highlighted above of low levels of participation in mathematics post-16. There is a strong case that mathematical and quantitative skills are important for students’ future study and career. They’re usually studied at the same time over two years. (The 2017 Smith Review), Dept of Mathematics & Statistics University of Reading. Mathematics Today, 53, pp. Our accessible qualifications have been designed to meet the needs of students with differing abilities and interests. My statement at the time (published here, among others) was: 'Professor Paul Glaister, University of Reading and Chair, the Joint Mathematical Council of the UK (JMC) said: “I very much welcome the Smith review into Post 16 Mathematics. 1. Core Maths refers to a set of new level 3 qualifications designed to provide opportunities for students who achieved a pass in GCSE Mathematics (but who are not taking AS/A level Mathematics) to continue with the subject. Recap and revise Many post-16 students are not learning GCSE Maths from scratch; the post-16 course is essentially a revision year. It is designed for students to retain, deepen and extend their knowledge and skills from GCSE, as well as studying and applying new level three material relevant to their needs. The DfE agree, which is reassuring, if unsurprising, with Nick Gibb, Minister of State for School Standards, saying in his response to the report that the review had made a: ’strong case for raising participation in post-16 mathematics and improving both basic and advanced maths skills’. ISSN 1361-2042. “I believe it is vital to the UK economy that far more students continue with mathematics Post 16 on an appropriate pathway. It is the most comprehensive and accurate reflection of the current state of 16-18 mathematics in England one could imagine. Level 2 Mathematics Post-16 The Wolf Report drew attention to the importance of Mathematics and English GCSEs for students’ future prospects, and to the small percentage of the cohort who are successful in attaining these qualifications between the ages of 16 … GCSE Maths to post-16 students Get the basics right Focus on mathematical fluency by starting with nine key skills: addition, subtraction, multiplication, division, fractions, decimals, percentages, ratio and scale. Panels of … A new maths GCSE curriculum aimed at breaking the resit cycle for post-16 students has been unveiled by a maths education charity.. Its role is to commission and deliver professional learning and development for teachers, leaders and trainers to support government policy and meet sector needs. Your students can type a question at any time and one of our expert tutors will help them with a solution and guidance, keeping them on track and motivated. Once you've identified your learners' needs, you can help them to progress with our English and maths qualifications. and the current DfE Study Guide sets out the government’s policy on 16 to 19 study programmes making clear the importance of students continuing with mathematics post 16: 'Level 3 mathematics qualificationsThe government has recently published Professor Sir Adrian Smith’s review of post-16 mathematics. This includes all mathematics qualifications at this level, but excludes GCSE retakes. Given that these are young people who have already been studying English and maths for 11 years and haven’t achieved the target grades, they are more likely than other learners to feel disaffected and disengaged. In maths, 24.5 per cent of students with a grade 3 or D on their previous attempt at level 2 received a lower score, while 37.4 per cent improved on their prior attainment. The routes available to you after GCSEs or Nationals. All schools, colleges and other providers receiving a 16 to 19 Study Programme allocation from the ESFA and delivering level 3 maths qualifications (described below) will be eligible for the premium. Cambridge Pre-Us– this involves studying a range of courses in a single qualification. Our exams and resources have been designed with 16-19 year old students in mind. As a result, many young people do not ach… Having an effective system in place allows our students a smooth transition year upon year. The focus of core maths qualifications is on problem solving, reasoning and the practical application of mathematics and statistics. These have been endorsed by a large number of universities, including many in the Russell Group. I believe it is vital to the UK economy that far more students continue to study some form of mathematics post 16 on an appropriate pathway. Among students who had previously achieved below a grade 3 or D for GCSE or equivalent, over half (52.7 per cent) achieved a lower point score this summer. We offer you simple and straightforward assessments backed up by comprehensive teaching resources and assessment … ... said better funding for post-16 maths was key. How you learn. Here, you’ll find everything you need to deliver our GCSE (9-1) Mathematics as a post-16 resit including our specification and free qualifications support materials. Post-16 qualifications. You should expect to study for at least 16 hours a week. For this reason the transition process at The Grove starts at the end of key stage 3 in year 9. Compulsion isn’t the answer – getting students’ ‘buy-in’ is, though, so that ‘compulsion’ then becomes a redundant notion anyway. … OCR’s two new post-16 Core Maths qualifications have got the green light to help bridge the UK’s maths skills gap, having been approved by the Department for Education in December, and accredited by Ofqual in October 2014. The Government backed this up with the publication of their Industrial Strategy: building a Britain fit for the future, including: 'We are seeing growth in the new core maths qualifications introduced in 2014, which are designed to prepare students for the mathematical demands of university study, employment and life. Learn more about our employability qualifications, {{translateWord(navigationJson.qualificationTitle)}}, {{translateWord(navigationJson.subjectTitle)}}, {{translateWord(navigationJson.supportTitle)}}, {{translateWord(navigationJson.aboutusTitle)}}, {{translateWord(navigationJson.contactusTitle)}}, Making it easy to navigate the wide range of English and mathematics qualifications, Qualifications and tools to identify and address skills gaps and provide progression routes, Resources to reduce face-to-face delivery time, Increased chance of gaining employment or moving on to further study. Only by tackling these will all students willingly studying mathematics to 18 - students will opt to take mathematics so long as it is of clear benefit to them, i.e. 201-204. They'll help you to reinforce and develop GCSE Maths skills across all curriculum areas. Core maths is a post-16/level three qualification taken alongside A-levels, or other level three qualifications, complementing a range of academic and technical programmes. Most of these students continue at school or college with A levels (or other level 3 qualifications), and then head off to university to study for degrees, most of which have significant mathematical, statistical or quantitative elements. Our exams and resources have been designed with 16-19 year old students in mind. Entry requirements: You need to be aged between 16 to 24 or up to 25 with an Education Health and Care Plan with no higher than a level 3 qualification ; Qualifications: English, maths, digital and work-related qualifications; Leads to: Apprenticeship, further education, work ; … They include simple language and layouts, universally accessible context and logical building of knowledge through the assessment Post-16 Mathematics by the Advisory Committee on Mathematics Education (ACME), which responds to Michael Gove’s speech at the Royal Society in June 2011. Core maths is an ... government’s Post-16 Skills Plan in response to the recommendations of the Sainsbury panel. All full and part-time students eligible for ESFA 16 to 19 Study Programme fundingcan attract the premium provided they 1. have prior attainment equivalent to GCSE grade 9 to 4 … The Education and Training Foundation (ETF) is the workforce development body for the Further Education and Training sector. Post-16 Mathematics by the Advisory Committee on Mathematics Education (ACME), which responds to Michael Gove’s speech at the Royal Society in June 2011. Academic 2. Post-16 English and mathematics Helping every learner maximise their potential in English and mathematics With our wide range of qualifications and wealth of knowledge and resources, we can help you identify your learners' skills gaps and support them with English and mathematics training tailored to their needs and ambitions. Free support resources specifically designed to help you plan and deliver GCSE Maths as a post-16 resit. Maths education for 16- to 19-year-olds in England will gain a £16m boost over two years, ministers have announced. The additional funding provided by the Advanced Maths Premium should enable schools and colleges to expand their provision of level 3 mathematics courses. This conference is bringing together key stakeholders and policymakers to examine the next steps for the reform of post-16 maths teaching and qualifications in England. Finally, the longer-term goals are clear from the report’s final recommendation on the long-term implications of the rise of data science for education and training in mathematics and quantitative skills. Please share in the comments or via Twitter… It is the most comprehensive and accurate reflection of the current state of 16-18 mathematics in England one could imagine. Scotland does slightly better, with just under half of upper secondary students studying maths. The case for all students continuing mathematics to 18 couldn’t be clearer – just read the, The DfE agree, which is reassuring, if unsurprising, with Nick Gibb, Minister of State for School Standards, saying in his. For far too long England (and the rest of the UK) has been an outlier compared with ‘competitor economies’ for the percentage of students continuing with mathematics post-16, and not in a good way - England remains unusual among advanced countries in that the study of mathematics is not universal for all students beyond age 16. Appropriate level of aptitude and skills will be assessed as part of the application review … Independent Living 4. These qualifications are intended to complement a range of academic and technical programmes, designed to strengthen and build on students’ existing skills, with a focus on using and applying mathematics and statistics, particularly in real life scenarios, and with a strong emphasis on contextualised problem-solving. In the majority of countries surveyed (18 out of 24), at least 50% of upper secondary students study maths. We know that your learners appreciate extra help if they need it, and we're committed to supporting them. Finally, the longer-term goals are clear from the. Find out more about our English and maths qualifications. The subsequent announcement and guidance of the Advanced Maths Premium is in addition to the large programme uplift for further mathematics. Our Post-16 English and maths qualifications will: Help your students understand exactly what they need to do in their assessments. Post-16 English and mathematics. Clear, accessible, well-designed assessments and support to help you pinpoint your learners’ needs. Ever since an influential report highlighted how out of step England/UK was, considerable activity has been taking place on this front by ACME and others, but more importantly by Department for Education (DfE). Amon… Recap and revise Many post-16 students are not learning GCSE Maths from scratch; the post-16 course is essentially a revision year. Mathematics Today, 53, pp. “I am pleased to read of the importance placed on the value of students continuing with level 3 mathematics: A levels in Mathematics and Further Mathematics, and the new Core Maths qualifications, including the strong signalling many universities have already given on the value of Core Maths to higher education. Studying any of these level 3 mathematics courses enables students to acquire, and develop, deep mathematical/quantitative knowledge and understanding, along with reasoning and problem-solving skills, all of which are essential for many careers and further study. There are 26 principal subjects available, and each … Kebba Jenkins, PGCE Post-16 and Further Education. They provide learners with confidence and knowledge to succeed in whatever they do to move forward. So, mathematics for all to 18 doesn’t mean AS/A level mathematics – it means mathematics appropriate to their needs, which for the many with a GCSE pass in Mathematics will mean Core Maths. Please share in the comments or via Twitter… As well as new reformed AS and A levels in mathematics, statistics and further mathematics; awarding organisations have introduced new ‘core maths’ qualifications at level 3 for students not taking A and AS levels in mathematics. ‘we do not yet have the appropriate range of pathways available or the capacity to deliver the required volume and range of teaching for all to continue studying mathematics post 16’, ‘would hope that if we were able to move forward over the next few years with many of the recommendations in this report, we might realistically aspire to such a vision within a decade.’. Our face-to-face training events and training podcasts will help you get to grips with our qualifications. The thorough investigation has led to Sir Adrian to make 18 clear, strong and wide-ranging recommendations. What qualifications are available? The evidence suggests that Use of Mathematics qualifications are The collection of resources on this page is designed to help you prepare to teach our new GCSE Maths to further education or post-16 resit students. In the meantime, with a cast-iron case already made for all students to continue mathematics to 18, we now all need to crack on and make it happen! Our range of English and maths qualifications offers your learners a clear progression pathway. The exception to this is maths schools, which are already required to enter all of their students for maths and further maths A level courses. (Art & Design Foundation and post A-Level Photography) A minimum of grade C in at least one A-level in a related subject. Five GCSEs at grade 9-4 (A*-C) including English and maths. Qualification structure for the post-16 Welsh Baccalaureate 4 Data recording requirements for post-16 Welsh Baccalaureate 6 Reporting on outcomes for the post-16 Welsh Baccalaureate 8 Further information 9 ... language and Maths Numeracy/Mathematics, for those who have not Core Maths is aimed at students who have passed GCSE mathematics at grade C or above but who are not taking A Level mathematics. Post-16 maths would be further boosted if the new qualification was required for jobs or degree courses, argue Nuffield Foundation researchers. This thorough investigation and synthesis has led Sir Adrian to make a number of clear, strong recommendations, all of which I fully support. Post-16 qualifications. It comes at a time of considerable uncertainty following the cancellation of GCSEs and A Levels this year due to the due to the COVID-19 crisis, and the replacement of the exams with teacher assessments, as well as the transition to remote … Core maths qualifications were introduced in 2014, designed for students with an A*-C at GCSE but who do not study AS/A level mathematics. Employment 3. Clear, accessible, well-designed assessments and support to help you pinpoint your learners’ needs But, if you don’t already agree/need convincing/haven’t the time to read the Smith report/want to know what ‘mathematics’ means here, then read on. More at: New post-16 qualifications to tackle ‘maths gap’ after GCSE . Whatever option you choose, you must also study English and maths to GCSE grades 9 to 4 if you don't already have these grades. Find out about the range of academic, technical, and functional skills qualifications. I therefore urge the government to implement Sir Adrian's recommendations in full, and in a way that leaves nothing to chance, for the benefit of the UK as a whole, and for the benefit of all young people across the country, wherever they live and regardless of their background.”'. Teaching our new GCSE Maths qualification. If you are looking for question papers, practice papers and more visit our dedicated maths … Our accessible qualifications have been designed to meet the needs of students with differing abilities and interests. require students to study a greater range of subjects, often in the form of a diploma. Find out about the range of academic, technical, and functional skills qualifications. Building on Sir Adrian Smith’s recommendation to make core maths available to all students on level 3 pathways, we will incentivise education institutions to offer maths by providing a £600 premium to existing per pupil funding rates for each additional student who takes core maths. 26 Towards universal participation in post-16 mathematics www.nuffieldfoundation.org 27. or baccalaureate qualification, and in some cases covering areas not included within a final examination (Ofqual, 2012). This goes a long way to achieving a goal of the vast majority of students studying mathematics post 16 as happens in many other nations around the world..”'. More at: New post-16 qualifications to tackle ‘maths gap’ after GCSE . Key areas you will learn about include planning and preparing to teach, assessment for learning, teaching strategies and approaches, behaviour for learning, using technology to enhance learning and progression against the Professional Standards. 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