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Post 14 Mathematics

GCSE Mathematics

For information on GCSE Mathematics visit ACME's webpage: http://www.acme-uk.org/page.asp?id=122

Functional Mathematics

For information on Functional Mathematics visit ACME's webpage: http://www.acme-uk.org/page.asp?id=123

Diplomas

On 13 October 2005, ACME organised a workshop on 14-19 mathematics pathways, to allow ACME to provide independent guidance to DfES prior to any key decisions being made. A report on the workshop is available electronically. As a result of the workshop, ACME provided informed advice to QCA on functional mathematics, and the implementation of a two-tier Mathematics GCSE from September 2006. In addition to the five ACME/QCA themes agreed last March, ACME has urged QCA to bear the following in mind when developing functional mathematics courses:

• the meaning and purpose of functional mathematics needs to be carefully considered;
• functional mathematics will require problem-led rather than content-led classroom activity, and continuous access to ICT;
• the assessment of functional mathematics will need to involve purposeful activities that relate to learning objectives;
• the new National Centre for Excellence in the Teaching of Mathematics will have a key role to play in providing for the needs of those who will be teaching functional mathematics;
• the value of a functional mathematics qualification will depend upon how able its graduates are to function mathematically in real life situations.

ACME will continue to provide advice to QCA on mathematics curriculum issues, on behalf of, and whenever possible in consultation with the mathematics community, and hopes very much that QCA will be as open as possible in acknowledging the impact of this advice on its recommendations to the Government.

QCA and ACME produced a summary of their joint 3 March 2005 workshop on functional mathematics which outlined 5 key themes that should be considered in the development of functional mathematics courses. ACME is representing the views of the mathematics community on a QCA Post14 Mathematics Advisory Group which provides ongoing advice to QCA on the implementation of Smith Inquiry/ White Paper recommendations concerning Post14 mathematics.

ACME responded to the Government's White Paper on 14-19 Education and Skills, published in February 2005, noting that there were potentially concerning implications for mathematics within the White Paper, especially: the development of a course and assessment* for functional mathematics which had credibility with students, parents, employers and Higher Education: establishing the means by which we teach, challenge and assess* more able mathematics students at GCSE and A level; ensuring more young people progressed to advanced level mathematics. ACME hopes very much that the White Paper's proposals will be considered carefully seeking advice from mathematics education experts as well as end-users.
*ACME published a report on 'Assessment in 14-19 Mathematics' in January.

ACME submitted its response to the Tomlinson Report to the Secretary of State for Education and Skills in December 2004 (see below for a copy). The 14-19 Working Group, chaired by Mike Tomlinson, published its final report on 18 October 2004.

• The Post14 Mathematics Inquiry report (904kb)
• The Mathematical Needs of 14-19 Pathways

The Smith Report

The DfES responded to the Smith Report on 28 June 2004. The response recognised the key role of ACME in helping taking forward Adrian Smith's recommendations, particularly on subject specific CPD and longer-term curriculum issues. In 2002 the Government announced that an inquiry into the state of Post14 mathematics would be launched in response to Sir Gareth Roberts' Report to the Treasury, 'SET for Success: the supply of people with science, technology, engineering and mathematical skills'. Chaired by Professor Adrian Smith FRS, Principal of Queen Mary, University of London, the Inquiry's report (copy available below) was published in February 2004 following extensive consultation within mathematics, education and other relevant stakeholder groups.

ACME played an important role in providing advice to the Inquiry on the key issues, including the proposed National Centre for Excellence in the Teaching of Mathematics. ACME also organised two consultative workshops, as well as contributing to a final closed workshop which discussed the Inquiry’s emerging findings. ACME also held a Post14 Mathematics workshop in association with QCA in March 2004 to examine the Inquiry's immediate recommendations on changes to the mathematics curriculum at KS4. There is a separate website with further information on the Post14 Mathematics Inquiry.

• ACME’s response to the final report of the ‘Tomlinson’ Working Group on 14-19 Curriculum and Qualifications Reform (179kb)
• Making Mathematics Count - Two Years On

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