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New for Maths Week England 2021!

We'd love to see them on Twitter: #MathsWeekEngland #MWE21 .

Maths Week England 2020 resources

Using these resources

The idea behind this piece of work is to provide a structure for students which demonstrates that maths can be found all around them. It will help them see what that maths is and, by using photographs and pictures, encourage creativity. Using pictures to stimulate discussion and debate shows students that they can talk about maths and that maths is not always about right and wrong answers and written methods.
How to use the slides
The slides are designed for you to use as many or as few as you like and for as long or as short a time as you like. You might like to use them with your tutor group, in a maths lesson, another subject or even an assembly. The slides have been designed to be as flexible as possible. We suggest that resource A is suitable for years 5-8, resource B are suitable for years 7-10 and resource C is suitable for years 9-12, depending on the strengths and interests of your students.
Simply:

1. Choose a photograph and display it

2. Ask "Where is the Maths in that?"

3. Let the ideas flow!

Aim to show:

maths is all around us

maths is creative

maths is not always about being right or wrong

In order to promote discussion

Emphasise - Nobody can be wrong

It's just about explaining your thoughts

Note: There is a hidden slide after every photograph with suggestions of the maths in the picture but they are in no-way exhaustive! They also range in complexity and so you may consider some to be beyond what you would like to use with your students. Use as many or as few as you wish. Some of the slides also contain links for developing some of the ideas into longer activities or lessons.

Ideas: Consider what maths is used to model the situation in the photo. What maths might the people in the pictures need? Discuss what questions the photographs raise in the students' minds.

Going further: You might like to use your own photographs or encourage the students to provide their own photographs - especially ones where they think there is no maths involved and then the class can persuade them otherwise! You could print out some of the photos and use as a carousel activity. The students move around in groups with a few minutes at each picture to come up with ideas and then feedback as a class after each group has seen all the pictures.

Why not share that you have had a go at this resource? We'd love to hear how you got on - tweet from your school account and tag @Advanced_Maths and @Maths_Week . We hope you enjoy them.

These resources were designed as part of the AMSP's support for Maths Week England .

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We'd love to see them on Twitter: #MathsWeekEngland #MWE21 . The idea behind this piece of work is to provide a structure for students which demonstrates that maths can be found all around them. It will help them see what that maths is and, by using photographs and pictures, encourage creativity.

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Maths of crowds #CoreMathsFestival event with Dr Aoife Hunt

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Maths of crowds #CoreMathsFestival event with Dr Aoife Hunt

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Overview

In this session, Dr Aoife Hunt will explore some unexpected applications of maths in the world of large crowd flow. Aoife works as a consultant on some of the biggest events and venues in the world (e.g., Wembley, the Eiffel Tower) to make sure that crowd flow is efficient and safe. In her talk, Aoife will demonstrate how maths is applied to help plan for crowds. She will introduce some cutting-edge simulation models being used to predict crowd behaviour.

There will be some new research explored as well as some familiar concepts (e.g., Pythagoras, quadratics, the normal distribution), but applied in an exciting real-world context. Aoife will also be exploring the impact of the pandemic (and social distancing) on people movement, showing how maths has been used by the government to help plan for reopening.

Aoife works for Movement Strategies, a consultancy that specialises in analysing the movements of people. Since finishing her PhD in evacuation modelling at the University of Greenwich, Aoife has worked with researchers across the world to figure out how we can use maths to make buildings safer.

Who will benefit from attending?

These sessions are designed to appeal to all maths teachers, regardless of how much experience of Core Maths you have had, if any. These sessions are also likely to appeal to teachers of other subjects that incorporate some mathematical content, such as Biology, Geography and Social Science.

Materials and Equipment

The sessions take place on Zoom.

We aim to emulate as much of the 'face-to-face' experience as possible and strongly encourage you to put your webcam on for some or all of the session. Please also come prepared to discuss and reflect for short periods in breakout rooms as this will be a feature of most of the sessions.

Eligibility

All teachers are eligible to apply for a place at the festival. If the festival becomes over-subscribed, teachers from state-funded schools and colleges are given priority; this may mean that we may be unable to provide places to non-state-sector applicants.

Cost

The sessions are free of charge to all teachers in England.

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Core Maths Summer Festival - The Maths of Crowds

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In this session, Dr Aoife Hunt will explore some unexpected applications of maths in the world of large crowd flow. Aoife works as a consultant on some of the biggest events and venues in the world (e.g., Wembley, the Eiffel Tower) to make sure that crowd flow is efficient and safe.

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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Tickets for our virtual 6th International Conference on Employer Engagement now available >>
Education and Employers undertakes high quality robust research on education and employer engagement that informs education policy and practice. We also collaborate with other leading research institutions and ensure that research produced by academics around the world easily accessible to practitioners, employers and policy-makers.

Our six key research findings are that employer engagement in education helps:

1. Broaden young peoples' horizons and raise their aspirations

2. Excite children about subjects, increasing motivation, confidence and attitude to learning

3. Challenge gender and social stereotypes

4. Improve academic attainment at GCSE

5. Increase young people's earning potential

6. Reduce the likelihood of young people becoming NEET (4 or more encounters with employers)

Research Associates >>

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Education and Employers also undertakes research on education and employer engagement. In addition to undertaking its own research, an early priority of the charity was to make high quality robust research produced by academics around the world easily accessible to practitioners, employers and policy-makers. Hosting popular seminars and international conferences on the subject,...

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Longitudinal research project studying young people's science and career aspirations.

The ASPIRES research is currently in its third stage of funding, ASPIRES 3.

ASPIRES and ASPIRES 2 were first based at King's College London, moving to IOE in March 2017 during ASPIRES 2.

ASPIRES 3 is funded by the UKRI Economic and Social Research Council (grant number ES/S01599X/1) with additional support from our impact collaborators, including the Royal Society, the Royal Society of Chemistry and the Institute of Mechanical Engineers.

YouTube Widget Placeholder https://www.youtube.com/watch?time_continue=1&v=Ub7js7vVGFo

In 2019, Professor Louise Archer and her team were awarded the ESRC Celebrating Impact Panel's Choice prize for this research. More recently, in 2022, the research group was awarded the Royal Society Athena Prize.

Research aims

ASPIRES 3 aims to address the following questions, both generally and in relation to Science, Technology, Engineering and Mathematics (STEM):

1. How do 20 to 23 year olds make education and career choices, and how do they change, over time?

2. How do early aspirations and factors, at age 10 and 16, relate to later outcomes?

3. What factors relate most closely to different employment trajectories?

4. How are aspirations and outcomes shaped by gender, class and ethnic identities?

5. Who participates in formal and informal STEM learning at age 20-23, in what way, and what influences these patterns?

We will actively share our findings with a range of different audiences. Specifically policymakers, teachers and educators, STEM engagement professionals, students, and parents/families.

You can see the research aims and outcomes for ASPIRES and ASPIRES 2 in our project summary reports, listed below.

Background

Participation in Science, Technology, Engineering and Mathematics (STEM) is an international priority for government, industry and the science education policy and practice community. There is widespread concern that participation in STEM needs to be improved for reasons of both national economic competitiveness and social equity.

The first phase of the ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009 to 2013).

ASPIRES 2 continued to track young people until age 19, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

The third stage of the research, ASPIRES 3, will continue to track the young people as they move into adulthood and employment, from age 20 to 23.

Phase one: ASPIRES

The first ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009-2013).

We found that most young people, from primary through to secondary school, find school science interesting. However, interest in science does not translate into post-16 participation and careers - with only 15% of 10 to 14 year-olds interested in becoming a scientist.

Full findings:

Phase two: ASPIRES 2

ASPIRES 2 continued to track young people until age 19 to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Crucially, this research related these aspirations to students' attainment in national examinations and their post-16 and post-18 choices. This tracking of young people's aspirations and educational outcomes until age 19 comprises a crucial link in our longitudinal study, and has had a strong bearing on educational policy and practice.

Full findings:

Phase three: ASPIRES 3

Building on our previous research, we are continuing to track our young people in order to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Methodology

The ASPIRES research has created a unique dataset, which tracks the development of young people's science and career aspirations from age 10 to 23. The project follows the same cohort of students from our first study.

Quantitative and qualitative data

The study uses both quantitative and qualitative data, which includes:

Large-scale student surveys collecting data from a nationally representative sample of students (approximately 7,000-14,000)
We have gathered data from our cohort of students in Year 6, Year 8, Year 9, Year 11 and Year 13 via surveys. Our two most recent surveys, from when the students were in Year 11 and Year 13. The Year 11 survey was distributed online from September to December 2014, administered by the National Foundation for Education Research (NFER). It was completed by over 13,445 students recruited from 340 secondary schools in England (296 state schools and 44 independent). Our most recent survey took place whilst the student were in Year 13, and was live from October 2016 to February 2017. The survey, administered by EdComs, collected data from over 7,000 students studying in sixth forms and higher education institutions around the country' from students in Year 13 (age 17/18).

We are currently planning to release the next survey to be distributed online to 21 and 22 year-olds later in 2020.

Interviews with approximately 80 pupils and approximately 60 of their parents (all tracked from Years 6-13, age 10-19)

ASPIRES 3 will interview our cohort of young people and their parents in Summer 2020 and Autumn 2020 respectively. These interviews will take at least an hour each and will be conducted by members of the research team. This will establish a qualitative data set which spans thirteen years of individuals' aspirations, experiences and influences.

All project data will be made available via the UK Data Service at the end of the project. For more information about our data or data storage policy please please email us at aspires@ucl.ac.uk

Over the duration of our research, we've made considerable discoveries relating to English young people's views on science, STEM and careers. Our key findings are summarised here and full reports for each completed phase of the research are available for download:

Additionally, there are full lists of all the ASPIRES research policy reports and academic publications available.

Students with low Science Capital are unlikely to see science as 'for me'

In the first phase of our project, we introduced the term Science Capital to refer to someone's science-related qualifications, understanding, knowledge (about science and 'how it works'), interest and social contacts (e.g. knowing someone who works in a science-related job).

You can find more information about Science Capital using the links below:

Enjoyment of science doesn't translate into science aspirations

Students consistently agree that science is interesting, important and that scientist do valuable work across our study but this doesn't translate into science career aspirations.

Current careers education is patterned by existing social inequalities

The stratification of science at Key Stage 4 may be contributing to the STEM skills gap

Girls pursuing the physical sciences post-16 are exceptional

Read our blog posts summarising our findings on the subject of girls, or femininity, and science:

Young people's career aspirations are relatively unchanged over time

Survey data from over 40,000 students aged 10-18 was used to produce this summary of young people's career aspirations by age. It shows statistically consistent percentages of young people agreeing that they would consider a career in different industries at ages 10/11, 12/13, 13/14, 15/16, and 17/18.

Note: *The data from students aged 17/18 is weighted to national A Level science entries.

Read a text-only version of the infographic.

We have a number of resources translated into other languages. Please get in touch to request a digital copy or if you'd like to discuss translating any of our material. Email: ioe.stemparticipationsocialjustice@ucl.ac.uk

Advisory group and collaborations

The ASPIRES research is informed by our Advisory Group. This group is formed of individuals from sectors we hope our research can impact such as education policy, schools and teaching, informal science learning, and STEM engagement.

The ASPIRES 3 project is also supported by a number of impact collaborations which aim to focus in on specific elements of our research. These collaborators include the Royal Society, the Institute of Mechanical Engineers, the Royal Society of Chemistry and the Institute of Physics.

ASPIRES 3 reports

Summary reports and resources Publications ASPIRES Blog

UCL facilities

UCL locations

Connect with UCL

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Longitudinal research project studying young people's science and career aspirations.

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Core maths qualifications: technical guidance

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Direct link to World of Work videos on AMSP youtube

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Direct link to World of Work videos on AMSP youtube

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The Advanced Mathematics Support Programme is a government-funded initiative, managed by MEI. It aims to increase participation in Core Maths, AS/A level Mathematics and Further Mathematics, and improve the teaching of these level 3 maths qualifications. The programme provides national support for teachers and students in state-funded schools and colleges in England.

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Overview

Core Maths Online Support Groups are designed to provide you with the opportunity to discuss and share your experiences and develop your practice around the teaching of Core Maths with teachers who are in a similar position to you.

There will be separate groups for each Core Maths syllabus. The exception to this is if you opt to join one of our 'New to teaching Core Maths' groups or our group that has been created specifically for teachers in FE colleges.

Who will benefit from attending?

These groups are designed for anyone already teaching Core Maths. The groups will be led by participants, and we encourage you to attend if you like to share, discuss and collaborate. If you are looking for a course on Core Maths subject knowledge we suggest you consider our 8 week live online professional development course or our on demand professional development courses for Core Maths.

Content

There will be separate groups for each Core Maths syllabus so you have the opportunity to collaborate with teachers who are teaching the same content.

The following groups are available and can be booked by clicking on the thumbnails at the bottom of this page. Please note thumbnails appear in chronological order.

AQA 2A: Statistical Techniques
AQA 2B: Critical Path and Risk Analysis AQA 2C: Graphical Techniques OCR A: Critical Maths OCR B: Statistical Problem Solving Edexcel: Mathematics in Context
New to teaching Core Maths these sessions are for teachers who have just begun to teach the course and are suitable for teachers of any specification. There are two instances of this group, please select your preferred date and book using the thumbnails at the bottom of this page.

Core Maths for teachers in FE colleges this group is suitable for teachers of any Core Maths specification.

You are welcome to join more than one group.

Groups will meet once per half-term and sessions will last for 90 minutes.

Materials and Equipment

We aim to emulate as much of the 'face-to-face' experience as possible and hope that these groups will form supportive communities. Participants should expect to be proactive in communicating during sessions, so the use of microphones is mandatory. Additionally, we also strongly encourage you to attend with a web-cam.

Other Information

Support groups will be limited in size and places will be issued on a 'first come, first served' basis. Teachers who sign up will be emailed in the days prior to the session and again on the day of the session with a link to the online meeting room.

Cost

The sessions are free of charge to all teachers from state-funded schools and colleges.

Find a course

Key Facts

Queries?

If you have any queries about this event, please do not hesitate to contact:

Teacher Support Admin Team
[email protected]
01225 716494

The AMSP, through MEI, holds the NCETM CPD Standard

View all events

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Core Maths Online Support Groups are designed to provide you with the opportunity to discuss and share your experiences and develop your practice around the teaching of Core Maths with teachers who are in a similar position to you. There will be separate groups for each Core Maths syllabus.

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Where maths meets... the world of work! - AMSP

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Friday 4th June 2021 From Monday 12-Friday 16 July 2021, we're holding our first ever World of Work week, which will feature free enrichment activities for students, teachers, Career Leaders, and parents that focus on the importance of mathematical skills in the workplace. Activities that will be available include: Daily online Which Career?

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Nearly everything you need to know about Core Maths

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Nearly everything you need to know about Core Maths

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The AMSP provides support for Core Maths, including a wide range of flexible professional development to suit your level of experience of the course. Below are our suggestions of which of our Core Maths professional development offers would best fit your current level of experience of the course. All these opportunities are free to teachers in state-funded schools and colleges in England.

Looking to offer Core Maths

New to teaching Core Maths

Experienced teacher of Core Maths

If you would like to sign up for an event that has been recommended for a different level of experience than you have, please contact Lucy White with the details of which course it is and why you would like to be enrolled for it.

Skip to content

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Which Core Maths professional development course is right for me? - AMSP

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The AMSP provides support for Core Maths, including a wide range of flexible professional development to suit your level of experience of the course. Below are our suggestions of which of our Core Maths professional development offers would best fit your current level of experience of the course.

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How the AMSP supports the Gatsby Benchmarks

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How the AMSP supports the Gatsby Benchmarks

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Aimed at careers leads

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AMSP and the Gatsby benchmarks with table for Careers professionals  v1.5.pdf