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Snapshotsmaths
DECEMBER 2014
•Establishasuiteofqualificationsthatmeetsthemathematicalneedsofallpost-16learners.
•Encourageuniversitiesandemployerstosignaltheimportanceofmathsqualifications.
•Ensurethesupplyofqualifiedteachersissufficientfortheincreaseinpost-16maths.
Mathsforallto18
Allyoungpeopleuptotheageof18shouldstudyrelevantmathsandbecomeconfidentinusingit.
• From2015,allyoungpeoplewillremainineducationortraininguntilatleasttheageof18inEngland.
• SchoolsandcollegeswillteachmathstoallyoungpeoplewhohavenotachievedGCSEgradeCorabove(‘level2’)byage16.
• Ifyoungpeoplehaveachievedlevel2maths,theyshouldcontinuewithAS/AlevelMathsorequivalent(‘level3’)ortakefurtherrelevantmaths.
• Increasedfunding,aswellasteachersupplyandfurthertrainingisneededtomeettheseaspirations.
Wherearewenow?
ThereisbroadagreementabouttheneedforyoungpeopleinEnglandtocontinuestudyingmathstoatleast18.
•MathsAlevelentriesinEnglandhaverisensince2002from44,000toover80,000in2013.FurtherMathshasalmostdoubledinthelastfewyearstonearly13,000in2013.(1)
•However,participationratesinAlevelMathsinEnglandremainlowrelativetootherdevelopedcountries,withonlycirca20%ofstudentstakingmathspost-16.(2)
•Level3‘CoreMaths’qualificationsarebeingdevelopedforthecohortofover200,000youngpeoplewhohaveatleastaGCSEgradeCbutwhodonotchoosetostudythesubjectatAlevel.(3)
•50%ofpost-16learnersdonotachievegradeCinGCSEMaths(andEnglish)andareexpectedtocontinuestudyingthesesubjectspost-16.(4)
•ResittingGCSEMathsisoftenanegativeexperienceandresultsaregenerallypoor,especiallyforthosewithpriorgradeslowerthanD.
•Post-16pathwaysforstudentswithoutaGCSEgradeCinmathsarecurrentlyunclear.
•Manyentrantstohighereducationwouldbenefitfromcontinuingmathsupto18butarenotcurrentlyrequiredtodoso.(5)
•Employersbemoantheshortageofpeoplewithhigh-levelmathematicalskills,andthecapacityofemployeestoapplymathsintheworkplace.(6)
‘CoreMaths’is“suitableforthe‘middlegroup’ofstudents–thosewithagradeCoraboveinGCSEmathsatage16whoarenottakingAS/AlevelmathsorInternationalBaccalaureate(IB)mathsaspartoftheir16-18programme”.
DepartmentforEducation,Technicalguidance
Whatarethechallenges?
Achievinguniversalparticipationinmathstotheageof18isasignificanttask.
•Thereareinsufficientnumbersofteachersofmathstodelivertheseaspirationsinschoolsandcolleges.(7)
•Teachers,employersandHigherEducationneedsignificanttimetobecomefamiliarwithnewqualifications.
•Teachingmorestudentswillcostmore.
•RecentincreasesinmathsAlevelparticipationneedtobesustained.(SeeMathsSnapshot:Mathseducationpolicy.)
Whatneedstohappen?
1.Establishaclearandcoherentsuiteofmathsqualificationstomeettheneedsandaspirationsofallpost-16learners.
• Qualificationsatalllevelsshouldbeengagingandrelevanttolearners’needsandaspirations.
• Qualificationsmustbeunderstoodandvaluedbyteachers,students,parents,advisers,employersanduniversities.
• Ahigh-qualitycommunicationstrategyisneededtoexplaintherangeofpost-16mathsqualificationsavailableandtheirdifferentfunctions.
• ‘CoreMaths’andalternativestore-takingGCSEarestrategicdevelopmentprioritiesandneedtobeadequatelyfunded.
• Qualificationpathways,eitherwithinmaths,orwheremathsisrequiredorencouraged,shouldbeclear.
2.Encourageuniversitiesandemployerstosignaltheimportanceofthefullrangeofmathematicsqualifications.
• Stakeholdersshouldhaveconfidenceinthecurrencyandmathematicalusefulnessoftherangeofqualifications.
• Universities,supportedbylearnedsocieties,andprofessionaltrainingorganisations,shouldclearlyidentifyappropriatemathsqualificationsasentryrequirementstotheircourses.
3.Ensurethatthesupplyofqualifiedteachersissufficientfortheforthcomingincreaseinpost-16mathematicalstudy.
• Ateachersupplystrategyisneededtomeettheanticipatedexpansionofpost-16mathematicalstudy.(SeeMathsSnapshot:Teachersofmaths.)
• Existingteachersneedhigh-quality,subject-specificprofessionaldevelopmenttosupportthedeliveryofnewcourses.
• Curriculumleadersneedprofessionaldevelopmentandsupportmaterialstoenablethemtodesigninspiringstudypathwaysforalllearnersupto18.
1:www.gov.uk/government/publications/a-level-and-other-level-3-results-england-2012-to-2013-revised
2:http://www.nuffieldfoundation.org/uk-outlier-upper-secondary-maths-education
3:www.gov.uk/government/uploads/system/uploads/attachment_data/file/266717/Policy_statement_on_16-18_Core_Maths_qualifications_-_final__3_.pdf
4:www.gov.uk/government/uploads/system/uploads/attachment_data/file/180504/DFE-00031-2011.pdf
5:http://www.acme-uk.org/news/news-items-repository/2011/6/launch-of-the-acme-mathematical-needs-project
6:www.cbi.org.uk/media/878615/7B754FFBFF7969E58025778B0053AF26__20100801-making-it-all-add-up.pdf
Forfurtherinformationaboutthe
AdvisoryCommitteeonMathematicsEducation:
Tel:+44(0)2074512588email:[email protected]
www.acme-uk.org @ACMEmaths
Mathsqualifications
Level 1 GCSE Maths (grades D-G) First teaching 2015
First teaching 2017
First teaching 2015
Level 3 AS/ A level Maths and Further Maths
Core Maths
Level 2 GCSE Maths (grades A*-C) First teaching 2015