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BETT, Thursday 15 January 2009

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Mathematics Update for HoDoMS. BETT, Thursday 15 January 2009. 1. Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future. Engaging mathematics for all learners.

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Mathematics Update for HoDoMS

BETT, Thursday 15 January 2009



Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future

engaging mathematics for all learners
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\E&E\video case studies\02 Comberton (Ropes) v4_512K.wmv

ks3 national tests have gone what do you do
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
changes to gcse
Changes to GCSE

New assessment objectives:

changes to gcse1
Changes to GCSE

How questions will change:

  • Less structure
  • Choice of approaches
  • Link areas of mathematics
new pilot of a pair of gcses
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
ofqual permitted overlap
Ofqual permitted overlap


Number, algebra, geometry, …

distinctive content
Distinctive content

Methods in mathematics

Algebra, geometry, probability

Applications of mathematics

Statistics, measures

additional distinctive content
Additional distinctive content

Applications of mathematics

Financial & business applications

Linear programming

Methods in mathematics

Algebra, proof, tiling

two gcses

Applications of Mathematics Methods in Mathematics

why change level 3 mathematics
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 don’t work, especially AO2 (proof) which doesn’t 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
changes to level 3 mathematics
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)
gce mathematics
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
gce further mathematics
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
issues for the consultation
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?