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Welcome to the Core Maths Collection! This website is in its very early stages and I'm building it as a way to draw together a variety of resources for people that are interested in Core Maths.

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Register your school/college with AMSP to get access to free online platform for students

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Register your school/college with AMSP to get access to free online platform for students

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Exam board specific and includes auto-marked assessments

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Register your school or college with the AMSP

Has your school or college registered with the AMSP? It's free and provides lots of benefits.

You'll receive a free basic subscription to Integral® to enable you to access high-quality resources to support your teaching and learning, including materials for:

all of AS/A level Further Mathematics, tailored to the specification followed

Core Maths

AQA Level 2 Certificate in Further Mathematics

OCR Level 3 FSMQ in Additional Mathematics

Sixth Term Examination Paper (STEP)

By registering your school or college, you will also have the opportunity to let us know what support you may need in the coming academic year and take advantage of AMSP tuition services for Core Maths and Further Mathematics.

Stay Informed

By signing up to Stay Informed mailing list, you will be invited to participate in our events, which include professional development and student enrichment activities, and notified of new resources when they are available.

Skip to content

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Has your school or college registered with the AMSP? It's free and provides lots of benefits.

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Help sheet on random sampling using vlookup

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Help sheet on random sampling using vlookup

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Considering planning for delivering the course (10 minute video)

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Considering planning for delivering the course (10 minute video)

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Standalone sessions running from April to July 2020

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Why Core Maths and the basics (7 minute video)

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Why Core Maths and the basics (7 minute video)

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Ideas on how to encourage students to want to continue with maths (4 1/2 minutes)

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Ideas on how to encourage students to want to continue with maths (4 1/2 minutes)

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Encouraging students to continue with Maths

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The Leigh UTC, based in Dartford, caters for students aged 14-18, and specialises in Engineering and Computer Science. The college started delivering Core Maths in September 2015 as part of their Technical Baccalaureate and as an alternative to A-level Maths.  In this video, we catch-up with staff, school leaders, and students to talk about their first set of results, the importance of studying maths post-16, and the positive impact learning Core Maths has had on their students. Watch the video for the full story.

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The resources on these pages have been developed by the AMSP and partners we've worked with. All have been developed or can be used to support students' Core Maths learning, deepening and extending their numeracy and problem-solving skills.

Extensive support for teaching and learning in Core Maths

Resources to support Core Maths lessons and activities

Support to help you get started with Core Maths

Cat Van Sarloos, the AMSP's Core Maths Professional Development Lead, has created a padlet which contains all the information you need to get started with Core Maths, including links to specifications, resources and free PD.

Further resources

The STEM library includes the extensive resources developed by the Core Maths Support Programme (CMSP).

QUIBANS (Questions Inspired By A News Story) is blog site with lots of news items that can be used to provoke mathematical questions.

What's Going On in This Graph? - Graphs, maps and charts from The NY Times - and an invitation to students to discuss them live.

A set of six postcards and six posters are available to help you to promote Core Maths to your students, and feature problems your students can attempt. If you would like to receive printed copies of these items, please send a request to [email protected] .

This document explores how skills you learn from a Core Maths qualification can help you in further study and the workplace:

We've developed a 30 minute presentation for students and parents/carers about the importance of studying maths post-GCSE. It outlines the options available and provides compelling reasons for choosing to take an advanced maths qualification.

Skip to content

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The resources on these pages have been developed by the AMSP and partners we've worked with. All have been developed or can be used to support students' Core Maths learning, deepening and extending their numeracy and problem-solving skills.

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Transition to Core Maths resources for Year 11 students

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Transition to Core Maths resources for Year 11 students

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Using world data from Gapminder

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Now available in the latest release

Save your schemes of work online so you can work on them later wherever you are. New

Export your scheme of work for editing in Microsoft Word.

Easily switch between AS and A Level to enable you to plan specifically for one or the other.

The scheme of work builder allows you to create a bespoke scheme of work using the extensive range of resources we have provided for each specification. Each specification has been broken down into statements and mapped to individual teaching activities. You can be sure that your scheme of work has complete specification coverage.

Five step guide to creating your scheme of work

1. Choose the statements from the specification that you want to cover

2. Choose from the activities mapped to the statements

3. Add notes of additional materials or resources that might be needed for a particular lesson.

4. Use the handy overview feature to preview and print your scheme of work or export it to Microsoft® Word®.

5. If you are logged in, you can save your scheme of work, or access a previously saved scheme of work to edit it. Otherwise use 'Print to pdf' to save your scheme of work as a pdf (browser dependent).

Create a scheme of work
Future release features

Share your schemes of work with colleagues.

The scheme of work builder will produce a scheme of work similar to the one shown below.

What do you think?

We would welcome your feedback to help us shape future releases. Let us know what you think by emailing gcsealevelreform@ocr.org.uk.

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Core Maths Core Maths A (MEI) Level 3 Certificate - H868

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OCR Core Maths A (MEI) qualification information including specification, exam materials, teaching resources, learning resources

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Join us for #CoreMathsChat on Twitter Monday evenings from 7-8pm

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Join us for #CoreMathsChat on Twitter Monday evenings from 7-8pm

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Resources collated here

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Overview of different Core Maths courses (8 minute video)

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Overview of different Core Maths courses (8 minute video)

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How does Core Maths support Higher Education?

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How does Core Maths support Higher Education?

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How does Core Maths support Higher Education

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Core Maths is a great way to continue studying maths in preparation for higher education, as Anthony Tomei, visiting Professor for Kings College London explains.

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Three short videos on using, creating and personalising Desmos classroom activities

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Three short videos on using, creating and personalising Desmos classroom activities

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We offer a wealth of free classroom-ready resources that promote mathematical thinking and support teaching.

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Drawing histograms with unequal bar widths using Excel

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Drawing histograms with unequal bar widths using Excel

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Excel - Simple Histogram with unequal bin widths

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mathematics in context (level 3 core maths)

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Core Maths Mathematics in Context (Level 3 Core Maths)

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Our Mathematics in Context qualification enables students to improve their knowledge of maths and understand how to apply it in the real world.

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Individual 'pods' that can be completed at any time

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Overview

These On Demand Professional Development (ODPD) pods are designed to support teachers offering Core Maths or considering offering Core Maths, especially those who are using the Integral Core Maths platform and those teaching topics from Core Maths in other subject areas.

The course comprises a series of 'pods', designed to complement our Live Online Professional Development (LOPD) course Core Maths common topics. When complete, this will provide teachers with professional development covering all aspects of the existing Core Maths qualifications.

In each pod, teachers will experience a variety of content including:

short videos explaining the ideas behind the topic

practice materials

triggers for reflection and suggestions for further study.

Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

The course offers total flexibility; teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or a pod.

Aims

To introduce teachers to a range of techniques which will enable them to work more confidently with students studying Core Maths or using elements of Core Maths in other subject areas.

To provide opportunities to reflect on subject content, resources and teaching ideas and to discuss these with other teachers via the course forums.

To provide support for teachers using the Core Maths platform with their students.

Who will benefit from attending?

All teachers involved in the delivery of Core Maths and those teachers of other subjects which contain elements of the Core Maths course.

Content

Access is available based on the specification or subject you are offering. If you prefer, you may choose to access all the topics on offer. This table shows which topics are relevant to which Core Maths specification. Teachers of other subjects will be able to select 'Core Maths topics for teachers of other subjects' on the application form.

*Timings are approximate and suggest the required time for a topic to be counted on a certificate of participation. Further resources are linked from each section and so participants may, if they wish, spend more time than this in consolidating and reflecting on the content. You do not need to complete all sections to request a certificate.

Materials and Equipment

Internet connection with the capability to watch video.

Eligibility

Due to the way we are funded, this project is only available to teachers currently working in a state-funded school or college in England.

Cost

ODPD is free of charge for qualifying teachers.

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These On Demand Professional Development (ODPD) pods are designed to support teachers offering Core Maths or considering offering Core Maths, especially those who are using the Integral Core Maths platform and those teaching topics from Core Maths in other subject areas.

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Comparison of Core Maths Content from different awarding organisations

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Comparison of Core Maths Content from different awarding organisations

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Video on the resources hosted on the Stem website (6 minutes)

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Video on the resources hosted on the Stem website (6 minutes)

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Postcards, posters and leaflets to promote Post 16 Maths

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Postcards, posters and leaflets to promote Post 16 Maths

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

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Additional funding to support your advanced maths offer

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Additional funding to support your advanced maths offer

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The government has introduced several funding incentives to support and increase participation in level 3 maths qualifications.

Increasing participation in level 3 maths is a key part of the government's Industrial Strategy to equip more young people with important maths skills and create a more productive economy. Professor Sir Adrian Smith's review of post-16 mathematics recommended more funding and incentives to increase uptake of maths post-16. In 2017 the DfE announced changes to the Large Programme Uplift (LPU) and introduced the Advanced Maths Premium (AMP). In August 2019, the government announced an additional £400 million of funding for 16-19 education, and introduced the High Value Course Premium (HVCP).

If your school or college has students studying level 3 maths, you may be eligible for additional funding.

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Additional funding to support your advanced maths offer

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The government has introduced several funding incentives to support and increase participation in level 3 maths qualifications. Increasing participation in level 3 maths is a key part of the government's Industrial Strategy to equip more young people with important maths skills and create a more productive economy.

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Online auto-marked activity on planning a festival.

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Online auto-marked activity on planning a festival.

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Averages, spread and histograms

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AQA All About Maths - Level 3 Mathematical Studies (Core Maths)

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Welcome to the resource hub for AQA Level 3 Mathematical Studies.

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Covers common content

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Core Maths - Core Maths A (MEI) Level 3 Certificate - H868 - OCR

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OCR Core Maths A (MEI) qualification information including specification, exam materials, teaching resources, learning resources

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Core Maths Resources on STEM centre website

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Core Maths Resources on STEM centre website

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Need to register but is free

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

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Professor Sir Adrian Smith's review of mathematics education for 16- to 18-year-olds in England.

Applies to England

Documents

Details

The report includes Professor Sir Adrian Smith's analysis and recommendations to increase participation and improve mathematics education for 16- to 18-year-olds in England.

The letter responding to the review thanks Sir Adrian and outlines plans to support his recommendations.

Thank you for your feedback

Report a problem with this page

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Smith review of post-16 mathematics: report and letter

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Professor Sir Adrian Smith's review of mathematics education for 16- to 18-year-olds in England.

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Online auto-marked activity which covers careers, tax, NI and begins to look at affordability

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Share your videos with friends, family, and the world

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Collaborate with a group of Core Maths teachers

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Core Maths - Core Maths B (MEI) Level 3 Certificate - H869 - OCR

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OCR Core Maths B (MEI) qualification information including specification, exam materials, teaching resources, learning resources

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by Mark Dawes

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From The Times Newspaper: The over-55s keeping classrooms going amid a teaching crisis Richard Lewis will be 70 on Tuesday. A former City ba...

This is taken from a Daily Telegraph article (with paragraphs removed to save space). Shrinkflation is speeding up at an alarming rate T...

With thanks to Cat van Saarloos for the data file, here's a Quibans from the Daily Mirror. Police release names most commonly linked wit...

From The Times Newspaper: The over-55s keeping classrooms going amid a teaching crisis Richard Lewis will be 70 on Tuesday. A former City ba...

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Items that can be used to provoke mathematical questions. Particularly useful for teachers of Core Maths.

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Possible lower University offers for students with Core Maths

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Possible lower University offers for students with Core Maths

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Thursday 23rd April 2020

In January 2019, we reported that from 2020 onwards there would be greater recognition of level 3 maths qualifications for admissions to the University of Bath, through the use of alternative offers. These alternative offers reduce one of the entry grades required by students who, in addition to the course requirements, attain grade B or above in a level 3 maths qualification. For example, where the typical A level offer is AAA, the alternative offer would be AAB.

The University of Sheffield has recently taken a similar approach:

A reduction of one grade in the offer (e.g. AAB reduced to ABB) for students who attain a grade B or above in Core Maths across around 90 undergraduate degree courses including Geography, Biology, Politics, Architecture and Economics.

A reduction of one grade in the offer for students who attain a grade A or B in AS or A level Further Mathematics in addition to A level Mathematics across a range of over 100 undergraduate degree courses including Engineering, Chemistry, Computer Science and Mathematics.

Heather Macleod Jones, Senior Admissions Officer (Access) at the University of Sheffield, explained the reasoning behind the changes:
"A number of staff from across the University attended sessions on Core Maths with the AMSP and all came back singing the benefits of the qualification, which prompted us to look at the progress of students with the qualification on our courses. We genuinely feel this higher level and more recent maths study has been beneficial to students, specifically within our Faculty of Social Sciences where many courses have only a GCSE Maths requirement but do contain a significant proportion of applied quantitative problem solving and statistics within the core module content. This was in some respects perfect timing as we were in the process of conducting a review of our contextual admissions policies and so it felt a natural progression to add Core Maths into our existing suite of 'supplementary studies' offers now under our Access Sheffield policy. The same has been true for Further Maths within our Science and Engineering Faculties - again we've found that students with the Maths and Further Maths combination do tend to settle into our first-year maths content with ease. We've actually made alternative offers including Further Maths since around 2017 but again only unified our approach to supplementary qualifications in 2019 as part of our Admissions review."
The University of York also provides positive encouragement for level 3 Core Maths (under Typical requirements, click United Kingdom and scroll down to Core Maths).
"We welcome the introduction of the Core Maths qualifications and recognise the benefits that they bring, not only to university study, but also to future employment. In acknowledgement of this, some of our departments will make a reduced offer where a Core Maths qualification is taken alongside three A levels or equivalent. If you achieve B or higher in Core Maths, you may be eligible for an alternative offer up to one A level grade (or equivalent) below our typical offer."
This applies to around 40 subject areas, including Accounting, Business, Finance & Management, Social Work, Genetics, Linguistics, and Archaeology.

AMSP Raising Participation Programme Leader Claire Baldwin praised these developments, commenting:
"It is fantastic news that the number of universities making explicit encouragement for the study of level 3 maths is growing and that reductions in the standard offers are available across such a wide range of degree courses. The AMSP has always advocated that universities include more explicit encouragement for the study of level 3 maths in their published subject-level admissions criteria. We believe this is where it will have the biggest impact on schools and colleges deciding to offer the full programme of level 3 maths qualifications, and on students in recognising the importance of well-developed mathematical skills in preparation for progression to university. We hope that many other higher education institutions will follow this trend."
The AMSP offers guidance for universities on Core Maths, AS/A level Mathematics and AS/A level Further Mathematics on our website and in this AMSP HE briefing document.

Share this news article

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The Universities of Sheffield and York add their support for level 3 maths, including Core Maths

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Thursday 23rd April 2020 In January 2019, we reported that from 2020 onwards there would be greater recognition of level 3 maths qualifications for admissions to the University of Bath, through the use of alternative offers.

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These dramatic increases came about as a result of a carefully designed recruitment strategy, working with Year 11 students from local schools, in line with USP College's career-focused education. It focuses on the need for students to continue to study maths beyond GCSE to support their career pathways.

Between September and December, prospective Year 11 students are interviewed, and provided with information, advice and guidance. These interviews focus on the student's career aspirations.

The enrolment team from the Mathematics department consider the grades each student is predicted to achieve and the best options moving forward.

A level Mathematics and Further Mathematics are promoted where there is a clear benefit for students to take these, considering their other subjects and the career the student is interested in.

Core Maths is promoted to students who are taking A level combinations including Social Science, Psychology, Business, etc. The benefits of Core Maths in supporting and complementing the maths in their other subjects is highlighted, as are the benefits of taking Core Maths to support preparation for a future degree course. References are made to the additional UCAS points (equivalent to an AS) and universities encouraging Core Maths, such as the University of Essex. In addition, students are informed of the usefulness of the skills developed in Core Maths for their future employability.

Prospective students attend an interview at which they receive information, advice and guidance relating to their career aspirations. They are then invited to a taster day in June/July. Once their GCSE results are known they receive further support from the enrolment team. The career path of the student remains the key focus throughout the process, with the aim of ensuring that students are taking qualifications that are relevant for their intended university or employment pathway.

The Director Mathematics and English at USP College, Seval Fadil, introduced Core Maths at the college. Seval is passionate in promoting level 3 maths to students. She recognises the need for students to study maths beyond GCSE to help them develop the skills and confidence to follow their ambitions and desired career pathways.

The maths staff at USP College are talented and qualified maths teachers, who all teach the GCSE resit through to A level. Seval has embedded opportunities for on-going professional development, with training included in weekly team meetings and periodic CPD afternoons during the year. Seval is actively engaged with the AQA Maths hub network meetings and teachers have attended a variety of AMSP professional development courses, including AMSP conferences for Further Mathematics and Core Maths, Teaching Further Mathematics sustained professional development, and Higher Level Problem Solving professional development.

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How this FE college is increasing participation in level 3 maths

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Students complete three rounds of estimation challenges. After each initial estimate, they view a dot plot of their classmates' responses and decide whether (and how) to revise their estimate.

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In this activity, students complete three rounds of estimation challenges. After each initial estimate, they view a dot plot of their classmates' responses and decide whether (and how) to revise their estimate. Common strategies include "moving toward the middle" (i.e., median).

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Level 3 Mathematical Studies (Core Maths) qualification from AQA.

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Weekly graphs that students can live comment on

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

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Collection of University statements on Core Maths

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Collection of University statements on Core Maths

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by Professor Paul Glaister

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Participation in level 3 maths courses has been consistently good in recent years. There was a drop in the number of Year 13 students taking A level Mathematics and A level Further Mathematics in 2018-19, but uptake in these subjects increased significantly in September 2019, from 37 to 76 for A level Mathematics, and from 6 to 19 for A level Further Mathematics. The total number of Year 13 students studying a level 3 maths qualification has increased by 50% in the last three years from 83 students in 2016-17 to 125 students in 2019-20. The proportion of level 3 maths students in Year 13 who are female is also well above the national average, particularly for A level Further Mathematics and Core Maths.

Year 13 students

Core Maths

A level Mathematics

A level Further Mathematics

The sustained level of recruitment to the level 3 maths courses is a result of several of factors.

Helen McGregor, Curriculum Team Leader for Mathematics, and her team are passionate in promoting level 3 maths so that students develop the skills and confidence to follow their ambitions and desired career pathway.

The guidance students are given when they are making their sixth form option choices during Year 11 and the support and encouragement provided by the maths teachers helps to build student confidence. This is especially important for girls, many of whom may be uncertain whether they can achieve a level 3 maths qualification. Student voice feedback has shown that girls feel supported by the department and that the maths teachers are very approachable, which has helped build girls' confidence. This has contributed to the strong uptake by girls.

The sixth form curriculum is designed so that students have the option of studying Core Maths or the Extended Project Qualification (EPQ) within an enrichment block, in addition to their A level courses. The sixth form enrolment team advocates the benefits of taking Core Maths in supporting and complementing the maths within other A level courses, such as Economics, Business Studies, Biology, Geography and Psychology. The consistent levels of participation in all level 3 maths courses is a result of this long-term engagement with students in Key Stage 4 through to GCSE results day.

The school has benefited from a stable and experienced maths team. Everyone teaches maths up to A level. There is a commitment to improving the quality of teaching in the maths department. All teachers benefit from a range of on-going development opportunities as part of an embedded internal programme, and also through the Maths Hub and the AMSP. NQTs are well supported, with a clear progression into teaching level 3 maths. As the Lead School for the East Midlands East Maths Hub, many of the staff are involved in Maths Hubs Work Groups, such as Mathematical Thinking for GCSE, Secondary Teaching for Mastery, and Developing Working Partnerships with ITT providers. Maths staff have taken part in various AMSP professional development courses.

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How this school has increased uptake and achieved a good gender balance in level 3 maths

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Students learn how to use “variability” to describe sets of data.

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Students learn how to use "variability" to describe sets of data. They'll create those sets of data themselves by completing estimation tasks as a class.

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This qualification is now withdrawn and we are no longer able to take learner registrations. The support materials for this qualification will not be updated.
Performance
The 16-18 accountability measures technical guidance states that the current annex J shows 'Level 3 qualifications for the TechBacc in 2018'. As the NCFE Level 3 Certificate in Mathematics for Everyday Life - 603/3437/X won't be eligible for the TechBacc until 2020, the technical guidance will not be updated by DfE until the next update in June 2020.
About this qualification
This qualification has been developed in conjunction with the Centre for Innovation in Mathematics Teaching (CIMT). The qualification meets the Core Maths Technical Guidance published by the Department for Education (DfE) and is approved for inclusion in the 16-19 performance tables from 2020. Core Maths has been introduced by the DfE to address the issue of poor progression in mathematics from age 16, by offering an opportunity for students not studying AS or A level mathematics to study a Level 3 mathematics course alongside their main programme of study. This qualification is therefore suitable for use within a Study Programme.
What does this qualification cover?
This qualification enables post 16 learners to retain, deepen and extend their mathematical understanding. This is achieved through using mathematics to solve meaningful and relevant problems which will prepare learners for university, academic or vocational learning, employment and life. The word 'life' in our qualification title refers to all aspects of future needs.

This qualification addresses the specific needs of learners by providing a core of key themes. These are based in part on specific contexts and areas of interest that will complement a learner's main programme of study.

The key themes are:

* A: Understanding personal finance
* B: Understanding commerce
* C: Understanding chance
* D: Understanding data.

Mathematical problem solving will be contextualised in the following vocations and areas of interest in:

* business and administration
* engineering and manufacturing
* health and science.
Who is it suitable for?
This qualification is designed for post-16 learners studying a Key Stage 5 curriculum. The qualification is suitable for those with a grade of 4 or above in GCSE maths at age 16 (or equivalent), who are not taking AS/A Level maths or a Level 3 International Baccalaureate (IB) mathematics certificate as part of their 16-18 study programme.
How is it assessed?
The assessment for the Level 3 Certificate in Mathematics for Everyday Life consists of 2 written external assessment papers. Each learner is required to undertake both papers in the same series. Learners must achieve enough marks from across the external assessment papers to gain the Level 3 Certificate in Mathematics for Everyday Life.
How long will it take to complete this qualification?
This qualification is designed to be taken over 2 years. Although centres may run the qualification over a shorter period of time at their discretion.
Career opportunities
Learners who achieve this qualification could use the qualification to progress to a range of higher education courses and/or employment, across a broad range of academic, professional, creative and technical fields. For example, the inclusion of decision mathematics and statistics as well as graphical techniques will prepare learners for careers in management, finance, business, engineering, manufacturing, health, science, geographical studies, agriculture, operational research and industry as well as preparing learners for further educational study.
UCAS Points
The qualification will attract the following UCAS points*:

* A: 20
* B: 16
* C: 12
* D: 10
* E: 6
Performance Points
The qualification will attract the following performance points in the 16-19 performance tables:

* A: 25
* B: 20
* C: 15
* D: 10
* E: 5
External Assessment Timetable
Please see the External Assessment Timetable for a breakdown of the assessment dates for this qualification.
Useful Links
Regulations for the Conduct of External Assessment

Qualification Specific Instructions for Delivery(QSID)

Core Maths Webinar

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NCFE Level 3 Certificate in Mathematics for Everyday Life

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This qualification is now withdrawn and we are no longer able to take learner registrations. The support materials for this qualification will not be updated. Performance The 16-18 accountability measures technical guidance states that the current annex J shows 'Level 3 qualifications for the TechBacc in 2018'.

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Core Maths is taught by a mixed subject team

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Case study: Cardinal Newman College - AMSP

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How this sixth form college is increasing participation in level 3 maths and teaching Core Maths with a mixed-subject team.

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This activity introduces students to dot plots as a tool for representing one-variable data.

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mathematics in context (level 3 core maths)

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Core Maths Mathematics in Context (Level 3 Core Maths)

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Our Mathematics in Context qualification enables students to improve their knowledge of maths and understand how to apply it in the real world.

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

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Focus on linear vs nonlinear association, strong vs weak association, and increasing vs decreasing plots

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In this activity, students use observations about scatterplot relationships to make predictions about future points in the plot. In particular, students focus on linear vs nonlinear association, strong vs weak association, and increasing vs decreasing plots. Inspired by Bob Lochel. French translation courtesy of Jocelyn Dagenais: https://teacher.desmos.com/activitybuilder/custom/5b045f318220500a922d23a1

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University of Leeds Core Maths Research Project

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University of Leeds Core Maths Research Project

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Blog by Dr. Rachel Mathieson, Centre for Curriculum, Pedagogy and Policy.
This blog post was originally written for the Edge Foundation.
When it comes to post-compulsory maths, England has poor participation rates in comparison with other developed countries, despite rising A-level maths entries, and the fact that maths has, for some years now, been the most popular A-level - in 2018, 90,000 students took the subject.

However, over 200,000 students each year pass their GCSE with a grade C (now 4) or above, but then give up studying maths. There are many reasons for this, such as the narrowness of the post-GCSE curriculum, widespread problematic attitudes towards maths, and the perceived difficulty and abstractness of the A-level mathematics course.

Higher education and employers alike have long been bemoaning the lack of numeracy and quantitative skills amongst new entrants, who often have not done any maths since they took their GCSE. Core Maths qualifications are intended to encourage more students to continue with maths beyond GCSE by providing a very different kind of maths course for post-16 students.

At Leeds, we have been looking at how Core Maths is going in schools and colleges up and down the country. Teachers taking part in our research really do value the opportunity to offer a maths course other than A-level maths, which they agree does not suit all students. One teacher described Core Maths as "a really worthwhile qualification".

For teachers, the course can be a breath of fresh air. They like the fact that Core Maths is about taking concepts and skills which students have already learned at GCSE and developing ways of applying those skills and concepts in more realistic contexts. One headteacher said that Core Maths had, "provided our students with an opportunity to continue maths and maintain that subject within their profile for the future, which we felt was a really strong thing to do". The course takes a student-centred approach, and invites discussion, speculation and a critical approach to maths. It has even been described as fun!

The emphasis on financial maths is very popular with students; teachers often say they wish all students were studying at least this part of the Core Maths syllabus. Core Maths can help support students with other subjects, such as psychology, geography or business, or it can simply allow students taking arts or humanities-based subject combinations to keep maths within their study programme.

Students who have taken Core Maths believe that the course has opened their eyes to different ways of using maths, and given them a better insight into the way that numbers are used in work and in life. They believe it gives them advantages over students who have given up maths after GCSE. One student described the course as "practical and useful, and something that should be recommended to people who want to know how they can apply maths to real life."

The biggest challenges for centres are how to fit Core Maths into their option blocks and their timetable, and whether to target the course at particular students or allow students to opt in. Both models are used successfully: it depends on what the priority is for each centre. Some use Core Maths specifically as a support course, targeting it at students taking particular curriculum subjects, or tying it in with certain study programmes. Others position Core Maths as an enrichment that any student can opt into.

Universities are beginning to take a positive view of Core Maths where students have taken it to enhance and support their post-16 qualifications. The University of Bath has recently become the first university to incorporate Core Maths qualifications officially into their offers for students, from 2020 entry onwards. The announcement in the Chancellor's 2017 Autumn Budget of £600 extra funding per student taking a Level 3 mathematics qualification, is another sign of the value of continuing with maths beyond GCSE.

For more information about Core Maths, visit the Advanced Maths Support Programme website. For enquiries about our research, visit our project website where you will find more information and contact details.

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Could Core Maths encourage more students to continue with maths beyond GCSE?

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When it comes to post-compulsory maths, England has poor participation rates in comparison with other developed countries, despite rising A-level maths entries, and the fact that maths has, for some years now, been the most popular A-level - in 2018, 90,000 students took the subject.

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Collection of Desmos classroom activities based on NY Times What's Going on in this Graph

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Collection of Desmos classroom activities based on NY Times What's Going on in this Graph

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Online, auto-marked activity on food's carbon footprint-may be useful for students starting CM in Sept 2020

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Online, auto-marked activity on food's carbon footprint-may be useful for students starting CM in Sept 2020

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An enormous alligator lurks in the swamp. Can scatterplots and least-squares regression tell you if you have enough animal tranquilizer to stay safe?

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An enormous alligator lurks in the swamp. Can scatterplots and least-squares regression tell you if you have enough animal tranquilizer to stay safe? Screen 1 image credit: http://al.com

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In this linear modeling activity, students make predictions about record times for the women’s

400-meter dash. They also reflect on the contextual meaning of the slope and intercept, and consider shortcomings of the model over the long run.

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In this linear modeling activity, students make predictions about record times for the women's `400`-meter dash. They also reflect on the contextual meaning of the slope and intercept, and consider shortcomings of the model over the long run. Screen 1 image credit: https://www.iaaf.org French translation courtesy of Jocelyn Dagenais: https://teacher.desmos.com/activitybuilder/custom/5b075a34ef2ea3519dd583c3

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Core Maths Weekly Skills Test From Leyton 6th Form.docx

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Desmos Classroom activities for Core Maths

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Desmos Classroom activities for Core Maths

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Transition to Core Maths resources for Year 11 students

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Transition to Core Maths resources for Year 11 students

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How can Core Maths support other subjects

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How can Core Maths support other subjects

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Studying Core Maths helps to develop strong numeracy and problem-solving skills. It keeps maths skills fresh and will help students apply the maths they need for other subjects they are studying alongside it.

How can Core Maths support students with their other subjects?

Studying Core Maths helps students to develop their quantitative and problem-solving skills, and improves their confidence with the mathematical content of other level 3 courses that they may be taking.

A broad range of A level and vocational courses require the maths skills that Core Maths helps to develop, including:

Biology and Environmental Science

Business and Economics

Geography

Health and Social Care

Psychology

Sociology

Sports Science and PE

Degrees such as Biology, Geography, Psychology, and Business Studies all expect mathematical competency that can be supported by studying Core Maths. Some universities now provide alternative entry offers which reduce one of the entry grades required by students who, in addition to the course requirements, attain a grade B or above in a level 3 maths qualification.

Simon Holland CGeog, Head of Geography at Bilborough College, said, " We were a pilot centre for Core Maths and we have really noticed how much better our Core Maths students cope in geography with stats and the NEA (Non-examined assessment). "

The AMSP is keen to work with relevant subject associations to further raise awareness of Core Maths and the benefits of students studying it alongside other subjects. We are already working with The Royal Geographical Society, The Association for Science Education, and The Association for the Teaching of Psychology and would welcome enquiries from similar organisations.

What support is available?

The AMSP offers support and guidance to maths departments on setting up Core Maths provision, and runs professional development for teachers (including those of other subjects) to develop Core Maths specific pedagogy and subject knowledge.

Course length 12 hour(s)

Maths for A level Biology is a course for teachers wishing to build their confidence in teaching the mathematical requirements (from page 24) of A level Biology. This course is being run in partnership with the Association for Science Education as part of the 'Mathematics for Biology Teacher' project (MfBT) with support from the department for education.

Course length 12 hour(s)

Maths for A level Geography is a course for teachers wishing to build their confidence in teaching the quantitative requirements (page 28) of A level Geography. This course is part of the Geography and Core Maths Initiative, which is being run in conjunction with the Royal Geographical Society (with IBG) For further information and resources see www.rgs.org/geomaths.

These free, online sessions are for geography teachers who wish to build their confidence when using mathematics in the teaching of A Level Geography. The six sessions will look at a range of statistical and analytical content. During the sessions we will model approaches to teaching mathematical content and share ideas on how to engage students in meaningful discussions about data in geography.

Course length 12 hour(s)

Maths for A level Psychology is a course for teachers wishing to build their confidence in teaching the mathematical requirements (see page 38) of A level Psychology. This course is being run in partnership with the Association for the Teaching of Psychology.
Course features:

Eight interactive live online sessions, approximately fortnightly, each up to 90 minutes long

Access to our online Integral platform

Email support from a tutor and access to an online group forum

Course length 5 hour(s)

In addition to our online courses in Maths for Biology, Geography, and Psychology, we are delighted to offer a free one-day professional development conference, 'Working with Other Subjects," which focuses on developing confidence in teaching the mathematical requirements of A level Biology, Geography, and Psychology.

There will be optional workshops so that you can focus on the mathematical requirements that feature in your course. Strategies and ideas will be provided for teachers to use in their classrooms to deepen their student's understanding, and there will be an opportunity to develop confidence in working with real data using technology.

This event is being run in partnership with the Association of Science Educators(opens in a new tab), The Royal Geographical Society(opens in a new tab), and The Association for the Teaching of Psychology(opens in a new tab).

These On Demand Professional Development (ODPD) pods are designed to support teachers who are thinking of embarking on professional development for Core Maths and those teaching topics from Core Maths in other subject areas.

This course contains content which would be ideal for any of:

A Maths teacher who has not previously taught GCSE Maths at Higher level

A teacher of a subject which contains Maths, such as Geography, Psychology or Biology

A teacher who would like to be confident in key topics from GCSE which underpin those which are used in the teaching of Core Maths.

In each pod, teachers will experience a variety of content including:

a short video introducing the topic

practice materials

triggers for reflection and suggestions for further study.

Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.If you're interested in a deeper view of what's involved in this unique form of professional development, you may enjoy this video: What is ODPD?) [<29 minutes]

The course offers total flexibility; teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or a pod.

These On Demand Professional Development (ODPD) pods are designed to support teachers offering Core Maths or considering offering Core Maths, especially those who are using the Integral Core Maths platform and those teaching topics from Core Maths in other subject areas.

The course comprises a series of 'pods', designed to complement our Live Online Professional Development (LOPD) course Core Maths common topics(opens in a new tab). When complete, this will provide teachers with professional development covering all aspects of the existing Core Maths qualifications.

In each pod, teachers will experience a variety of content including:

short videos explaining the ideas behind the topic

practice materials

triggers for reflection and suggestions for further study.

Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

If you're interested in a deeper view of what's involved in this unique form of professional development, you may enjoy this video: What is ODPD?) [<29 minutes]

The course offers total flexibility; teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or a pod.

What is Core Maths?

You may not have heard of Core Maths - that's because it's a fairly new type of level 3 qualification. It's been designed to build students' confidence with using maths and focuses on really useful maths skills that they'll need for work and study.

Core Maths is an umbrella term for a specific type of level 3 maths qualification. A Core Maths course can be taken alongside A levels and vocational qualifications. It's equal in size to an AS level qualification and carries the same number of UCAS tariff points.

Core Maths focuses on using maths to solve problems that arise in everyday life, business, or scientific contexts. It's designed to:

consolidate and build mathematical and statistical understanding

develop confidence in thinking mathematically and applying maths in unfamiliar situations

build skills in mathematical reasoning and communication

support students' learning in other subjects requiring quantitative skills

prepare students for the real-life mathematical demands of further study and employment.

The subject content of Core Maths qualifications varies between different specifications, but they all include:

working with data

understanding risk and probability

understanding averages and variation in statistics

using exponential functions to model growth and decay

interpreting solutions in the context of the problem

understanding sources of error and bias when problem-solving.

In addition, most Core Maths qualifications include:

percentage change

interpretation of graphs

financial maths

using standard units

Fermi estimation

the Normal distribution

correlation, knowing it doesn't imply causation

making and evaluating assumptions when modelling or problem solving.

Students may also study topics such as critical path analysis and statistical hypothesis testing.

Core Maths is designed for students who've achieved a grade 4 or above in GCSE Mathematics, but don't intend to take AS/A level Mathematics. It's particularly valuable for any student planning a future that requires good quantitative and statistical skills, whether that's in higher education or employment.

Encouraging students to study Core Maths

We have produced a series of videos, each paired with a classroom resource, which showcase how the skills that students gain from studying Core Maths can be applied to different careers.

Leaflet

We also provide a range of information and promotional materials about Core Maths for students, explaining how it can help them achieve their future study and career goals. It includes a series of printed postcards and posters, each providing an example of how Core Maths supports the study of a different subject, such as Psychology.

Postcards

We also provide a leaflet for students that tells them about the skills they can learn from Core Maths and how it can help them in further study and the workplace.

These materials are available free of charge and you might like to request copies to give to students who are considering taking the subject you teach. Our office is currently closed due to Covid-19 but, if you'd like to receive printed copies of these items, please send a request to [email protected] and we'll send out the required materials as soon as we're able to.

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Supporting other subjects with Core Maths - AMSP

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Studying Core Maths helps to develop strong numeracy and problem-solving skills. It keeps maths skills fresh and will help students apply the maths they need for other subjects they are studying alongside it. Studying Core Maths helps students to develop their quantitative and problem-solving skills, and improves their confidence with the mathematical content of other level 3 courses that they may be taking.

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Online Core Maths Skills course aimed at students preparing for Y12 study in Biology, Geography and Psychology (and not planning on taking A level maths)

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Online Core Maths Skills course aimed at students preparing for Y12 study in Biology, Geography and Psychology (and not planning on taking A level maths)

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Will help consolidate GCSE Mathematics techniques in contexts that support effective transition to new studies. Students apply directly.

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integral mathematics resources: log in to the site

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Integral Mathematics Resources: Log in to the site

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Materials to share with the Geography department

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In this Core Maths activity students explore APR, the interest charged when we borrow money, and how to calculate it for both a whole number and a fractional number of years. The resource also explores reasons why people want to borrow money. A link is included to the Nuffield Foundation personal finance...

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This series of Core Maths activities involves mortgage finance, interest rates, income tax, national insurance, scheduling, Gantt diagrams and estimation. The tasks can form a large project or be used as stand-alone lessons.

Build or Buy: Teacher Guidance
The teacher guidance package...

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This series of Core Maths activities involves mortgage finance, interest rates, income tax, national insurance, scheduling, Gantt diagrams and estimation. The tasks can form a large project or be used as stand-alone lessons. Build or Buy: Teacher Guidance The teacher guidance package...

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In this Core Maths activity students are invited to play a game using non-transitive dice, and explore the probability behind them.

Champion of the world: Teacher guide
This teacher guidance gives an overview of the task including prior student knowledge, suggested approaches and...

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In this Core Maths activity students are invited to play a game using non-transitive dice, and explore the probability behind them. Champion of the world: Teacher guide This teacher guidance gives an overview of the task including prior student knowledge, suggested approaches and...

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In this Core Maths task students investigate how to make a box of maximum volume from a given square of card. The ultimate objective is to model a method to work out a box of maximum volume for any size of rectangle.

The activity sheet outlines the task for students.

...

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In this Core Maths task students investigate how to make a box of maximum volume from a given square of card. The ultimate objective is to model a method to work out a box of maximum volume for any size of rectangle. The activity sheet outlines the task for students.

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The activities in this Core Maths resource look at percentage increase and decrease both individually, in combination and in reverse. The resource is based on the Level 2 'Financial calculations' resource developed by the Nuffield Foundation for the FSMQs, which includes detailed teacher notes, student information...

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The activities in this Core Maths resource look at percentage increase and decrease both individually, in combination and in reverse. The resource is based on the Level 2 'Financial calculations' resource developed by the Nuffield Foundation for the FSMQs, which includes detailed teacher notes, student information...

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This Core Maths resource contains two activities concerned with sampling.

The first activity asks students to review and summarise the key features, advantages and disadvantages of Random, Systematic, Stratified, Quota and Cluster sampling methods.

The...

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This Core Maths resource contains two activities concerned with sampling. The first activity asks students to review and summarise the key features, advantages and disadvantages of Random, Systematic, Stratified, Quota and Cluster sampling methods. The...

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The Core Maths qualification is for students who have passed GCSE Mathematics at grade 4 or above but have decided not to study A Level mathematics. The qualification strengthens students' existing skills and focuses on applying mathematics to solve problems relevant to everyday life.

The qualification is equivalent to an AS Level in terms of UCAS points.

How is Core Maths taught?

Core Maths builds on GCSE mathematics, with a sharper focus on problem-solving skills. Students will consider and tackle mathematics in meaningful contexts, including through financial applications and statistical ideas that can support work in other subjects.

Although the course is mainly led by mathematics teachers, the involvement of other subject specialists is welcomed to ensure students appreciate the applications of mathematics in different subjects.

Who is currently teaching Core Maths?

The first Core Maths examinations took place in Summer 2016 and were taken by around 500 schools, sixth forms and FE colleges. The course was originally introduced in September 2014 and is now available to all schools and colleges.

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The Core Maths qualification is for students who have passed GCSE Mathematics at grade 4 or above but have decided not to study A Level mathematics. The qualification strengthens students' existing skills and focuses on applying mathematics to solve problems relevant to everyday life.

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Information for employers and universities

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Information for employers and universities

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Core Maths, which is equivalent to an AS level in terms of UCAS points, is a qualification for students who achieve a Grade 4 or above in GCSE mathematics but have decided not to study A level mathematics.

It was introduced in 2014 by the Department for Education and forms a major part of the Government's plan to increase participation and raise standards in mathematics education.

Currently, only around 20% of students study mathematics beyond GCSE in the UK - the lowest rate in leading developed countries in the world. The UK Government aims to ensure that by 2020, the majority of all students in post-16 education continue to study some form of mathematics.

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Core Maths, which is equivalent to an AS level in terms of UCAS points, is a qualification for students who achieve a Grade 4 or above in GCSE mathematics but have decided not to study A level mathematics.

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This collection charts the development of Core Maths, including international comparisons, details the mathematical demands of university courses and priorities for post-16 mathematics education.

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Published in 2012 by the Advisory Committee for Mathematics Education (ACME) this report states, 'There is a wide consensus amongst politicians, employers, higher education tutors and others that students in England should, like their counterparts in the vast majority of other countries, continue to study...

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Read first-hand accounts from schools already experienced in teaching Core Maths

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David, Paul, Amir and Katy were among the very first students to sit the new Core Maths examinations. The case study is based on individual interviews carried out with the 4 students from different centres in England, who each completed the Core Maths course in June 2016.

It is hoped that this case study...

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David, Paul, Amir and Katy were among the very first students to sit the new Core Maths examinations. The case study is based on individual interviews carried out with the 4 students from different centres in England, who each completed the Core Maths course in June 2016.

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Find out more about how Core Maths can support subjects such as biology, business studies, chemistry, computer studies, economics, psychology and other subjects.

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Fifteen frequently asked questions contain a range of information for schools and teachers considering offering Core Maths

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

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These fifteen frequently asked questions contain a range of information for schools and teachers considering offering Core Maths. Questions cover basic information on the qualification, university and employer support, the demand of the course, the benefits of studying Core Maths and advice for non-mathematics specialist teachers.

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Information for students, parents and carers

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Information for students, parents and carers

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Currently, only around 20% of students study mathematics beyond GCSE in the UK - the lowest rate in leading developed countries in the world.

According to the Higher Education STEM project, many students arrive at university with unrealistic expectations of the mathematical and statistical demands of their subjects, leading to a lack of confidence and anxiety by the students.

The Core Maths qualification has been introduced to address these issues and, importantly, the qualification also counts towards the Level 3 mathematics achievement measure in 2017 Performance Tables.

Designed to maintain and develop real-life mathematics skills, what students study can be applied on a day-to-day basis whether in further study or employment. Most courses will include a financial mathematics element and can help with other A level subjects, including science, geography, business studies, economics and psychology.

The skills developed in the study of mathematics are increasingly important in the workplace and in higher education. Most students who study mathematics after GCSE improve their career choices and increase their earning potential.

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Currently, only around 20% of students study mathematics beyond GCSE in the UK - the lowest rate in leading developed countries in the world. According to the Higher Education STEM project, many students arrive at university with unrealistic expectations of the mathematical and statistical demands of their subjects, leading to a lack of confidence and anxiety by the students.

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Discover the history of the Core Maths qualifications, the reasons behind the qualification and the benefits to students studying it.

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

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Discover the history of the Core Maths qualifications, the reasons behind the qualification and the benefits to students studying it. The documents below include details of the UCAS points awarded to the qualification and information on the awarding organisations. The resources also include details of how mathematical modelling and problem solving is incorporated into the teaching and learning of Core Maths.

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This series of short videos discuss the benefits of Core Maths from the perspectives of both teachers and students.

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Two sixth form students speak about the positive experiences they have had studying Core Maths.

They highlight the usefulness of the content of the course in their current studies, helping their understanding of Economics, Forensic Science, Health and Social Care, Physics and Computer Studies. They...

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Two sixth form students speak about the positive experiences they have had studying Core Maths. They highlight the usefulness of the content of the course in their current studies, helping their understanding of Economics, Forensic Science, Health and Social Care, Physics and Computer Studies. They...

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Core Maths has been designed to maintain and develop real-life mathematical skills. What students study is not purely theoretical or abstract; it can be applied on a day-to-day basis, whether in work, study or life.

Most Core Maths courses will include a financial mathematics element and can help with other A level subjects, in particular with science, geography, business studies, economics and psychology.

Mathematical skills are becoming increasingly important in the workplace and in higher education - studying Core Maths will help students to keep up these essential skills.

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Core Maths has been designed to maintain and develop real-life mathematical skills. What students study is not purely theoretical or abstract; it can be applied on a day-to-day basis, whether in work, study or life. Most Core Maths courses will include a financial mathematics element and can help with other A level subjects, in particular with science, geography, business studies, economics and psychology.

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Information leaflets for students, for schools and colleges and for employers, a Core Maths presentation, a Higher Education leaflet and an editable Core Maths leaflet.

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

# data[].attributes.attachment_link.description
Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today.