Name of presentation

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Mathematics Update for HoDoMS
BETT, Thursday 15 January 2009
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Develop a modern, world-class curriculum that
will inspire and challenge all learners and
prepare them for the future
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Engaging mathematics for all learners

• To articulate ways of making the new secondary
  curriculum opportunities for mathematics
  available to all learners
• Video case studies
• Guidance for teachers
• Teachers TV programmes in the autumn
• ..\..\My Documents\project plans\EE\video case
  studies\02 Comberton (Ropes) v4_512K.wmv

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KS3 National tests have gone what do you do?

• Administer the NAA tests as you did last year
• Enter Y9 for a functional skills assessment
• Start KS4 early with a view to early entry for
  GCSE
• Use the NAA tests as a TLA resource
• Devise a five year learning journey for secondary
  mathematics

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Changes to GCSE

• New assessment objectives

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Changes to GCSE

• How questions will change
• Less structure
• Choice of approaches
• Link areas of mathematics

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New pilot of a pair of GCSEs

• Each is distinctive and of comparable demand
• Together cover the programme of study
• 3 year pilot beginning 2010 alongside new GCSE
• Independent evaluation
• Ministerial decision about roll out (2015 at the
  earliest)
• ACME and JMC involved in development
• All three Unitary Awarding Bodies to offer pilot
  pair

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Single GCSE
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Ofqual permitted overlap
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Number, algebra, geometry,
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Distinctive content
Methods in mathematics Algebra, geometry,
probability
Applications of mathematics Statistics, measures
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Additional distinctive content
Applications of mathematics Financial business
applications Linear programming
Methods in mathematics Algebra, proof, tiling
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Two GCSEs
Applications of Mathematics Methods in
Mathematics
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Why change level 3 mathematics?

• All other GCEs were reviewed in 2006 to assess
  concerns about the burden of assessment and
  stretch and challenge
• The multiplicity of routes to GCE mathematics,
  whilst statistically equivalent are not perceived
  equal by end users
• It is possible to get an a level with four AS and
  just two A2 units, consequently A will be based
  on just C3 and C4 (first award in summer 2010)
• The current AOs dont work, especially AO2
  (proof) which doesnt get assessed and two very
  small AOs
• There is a complex grading system in place for
  mathematics and further mathematics because of
  the shared applications units

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Changes to Level 3 mathematics

• Imperatives rationalise provision, widen
  participation
• Consultation will begin in April 2009
• Separate criteria for
• AS/A level mathematics
• AS/A level further mathematics
• AS/A level use of mathematics
• AS/A level use of statistics
• Level 3 free-standing mathematics qualifications
  (FSMQs)

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GCE mathematics

• GCE AS and A level mathematics should be
  stand-alone qualifications with no units shared
  with further mathematics
• GCE A level mathematics should consist of four
  units (two at AS and two at A2)
• The pure mathematics content should be prescribed
  and remain generally as at present
• The applications content should be prescribed,
  covering aspects of mechanics, statistics and
  decision mathematics, and build on the pure
  content, particularly at AS
• There should no longer be a requirement for a
  non-calculator paper
• There should be a greater emphasis on problem
  solving, modelling and mathematical communication

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GCE further mathematics

• GCE A level further mathematics should remain at
  six units (to minimise disruption to the teaching
  of further mathematics and the work of the
  Further Mathematics Network)
• There should be one unit's worth of common pure
  content at AS and at A2
• Students should continue to select from a wide
  range of pure mathematics and applications units
  to meet their own needs
• There should be a greater emphasis on problem
  solving, modelling and mathematical communication
• The content of GCE AS level further mathematics
  will not be dependent on the content of GCE AS
  level mathematics, to allow concurrent teaching

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GCE Use of
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Issues for the consultation

• Should GCE mathematics and further mathematics be
  separate?
• Should AEA or an equivalent be developed for the
  new suite of qualifications?
• Should A level Use of Mathematics continue as a
  pilot qualification?
• Should GCE statistics be replaced with GCE Use of
  Statistics requiring controlled assessment at
  both AS and A2?
• Will the proposals provide a coherent set of
  pathways for level 3 mathematics?
• Will the proposals increase participation in
  mathematics at level 3?