MEI Newsletter
Mathematics in Education and Industry
From the Chief Executive
►
Reform of Functional Skills Maths
►
MEI support for the new Maths A levels
►
Helpful Guidance from Ofqual on the new Maths A levels
May 2016
It’s exam preparation
time again. This year’s
year 11s are the last
cohort that will take the
current GCSE
Mathematics, so this
summer is a real time
of change. Next year’s
cohort will take the
new GCSE
Mathematics, and
those that progress to
A level Mathematics
will take the new A
level.
As you may know from
a previous MEI
Newsletter, I teach a
GCSE re-sit class. We
are now firmly in
revision/exam
preparation mode, and
the realisation has
dawned on them that
their exams are not far
away. Please check
out our recent focus on
revision, if you
haven’t already done
so. I hope you and
your students will find it
useful.
Good luck to all of your
students taking GCSE
and A level
examinations this term.
The summer term also
means the MEI
Conference is coming
up. Please see Sue
Owen’s article for
more details. I hope to
see you there!
Reform of
Functional
Skills Maths
Functional Skills Maths
is currently undergoing
reform. MEI has just
published a discussion
paper: ‘Level 2
Functional Skills
Mathematics: An MEI
discussion
document’ to help
inform this
process. Please do
have a look and add
comments if you wish.
I am very concerned
that the current
emphasis on GCSE
Mathematics re-sit will
undermine Functional
Skills Maths, even
though it could be a far
more useful and
relevant maths
qualification for many
of the students who
are now forced to take
re-sit the GCSE
because they achieved
a grade D at the end of
Key Stage 4. As we
say in the paper:
‘It is highly regrettable
that, even after
Functional Skills
Mathematics has been
reformed, it is still the
intention, enforced by
Post-16 funding
regulations, that all
students who achieve
a D in GCSE
Mathematics at age 16
must pursue the GCSE
re-sit route, regardless
of their future
aspirations. This
seems to send out a
clear message that
Functional Skills
Mathematics is a
second-rate
qualification compared
to GCSE Mathematics.
This is likely to
undermine students’
motivation and
significantly reduce its
currency with
employers.’
Inside this issue:
Teaching
Advanced Maths
2-3
Summer School
for teachers new
to A level
3
MEI Conference
4-5
New A level
6
Contextualising
post-16 GCSE
mathematics
6
Focus of the
Month
6
MEI support
Examining A level 7
for the new
Mathematics
Maths A levels
Over the coming year
we will continue to
provide up-to-date
information on the
new mathematics A
levels for all the
different awarding
body specifications
and MEI will be
offering an extensive
programme of
professional
development to help
teachers prepare for
the changes, whatever
A level specification
they will be teaching.
Our professional
development
programme is
sponsored by Casio,
which has enabled us
to offer each of the four
Continued on page 2
Integral for the
new AS/A levels
7
Sumaze sequel
7
Underground
Mathematics
8
Teaching GCSE
Maths
9
National STEM
Centre CPD
9
Problem Solving
MATters
10
FMSP
11
FMSP Extended
courses
11-12
Maths Feast
12
Ofqual’s ‘GCE
Subject Guidance
for Mathematics’
13-14
Page 2
MEI Newsletter
MEI support
for the new
Maths A
levels
(con tin ued fro m
page 1)
different 1 day
courses
(Principles of the new
maths A levels,
Statistics in the new
maths A levels,
Mechanics in the new
maths A levels and
Effective use of
technology in the new
maths A levels) for a
fee of £90 per course.
Please see Janice
Richards’s article
for more details. We
also offer a separate,
tailored programme
for teachers of the
new MEI A levels.
Helpful
guidance
from Ofqual
on the new
Maths A
levels
Ofqual has just
published ‘GCE
Subject Guidance
for Mathematics’.
The guidance is for
the examination
awarding bodies, to
help them to
understand how to
comply with the
requirements set out
in GCE Subject Level
Conditions and
Requirements for
Mathematics. This is
important because
some aspects of the
changes to A level
Mathematics are quite
innovative, and MEI is
keen that they are
implemented
effectively. Awarding
organisations are
usually (and quite
understandably)
rather conservative in
their approach to
change and therefore
may have a tendency
to try to minimise the
effect of innovation.
This guidance clarifies
what is required. Two
areas in particular,
‘Overarching themes
and use of
technology’ and
‘Large data sets’, are
highlighted for more
detailed guidance,
which will help ensure
the new Mathematics
A levels adopt an
approach that is
consistent with the
innovative spirit of the
reforms. Ofqual’s
guidance on these
two areas is
reproduced in full on
pages 13-14 of this
newsletter.
Charlie Stripp
Chief Executive
Email Charlie
T e a c h i n g Ad v a n c e d M a t h e m a t i c s ( T AM ) i n 2 0 1 6 - 1 7
“The study days of the
TAM course are
probably the best CPD
that I have ever
attended. Fantastic!”
“What a fantastic
course. Has given me
lots to think about in
both my A level
teaching and teaching
in the lower school.”
“The TAM course has
meant that I feel
prepared and confident
delivering AS level
maths for the first
time.”
“Excellent course
which has really
helped me to think
about, consider deeply
and reflect on current
practice and ways in
which this can be
improved.”
“Would recommend
this course to any
teacher wanting to
improve their A level
teaching, new or
experienced.”
These are just a few of
the comments shared
with us by teachers
who are currently
studying the Teaching
Advanced
Mathematics (TAM)
course. We are,
therefore, excited to
announce that we are
now recruiting for the
2016-17 DfE-funded
TAM course.
In response to
feedback from course
participants we have
restructured the course
and are offering two
versions of the TAM
course in 2016-17.
The main difference
between the two is
related to whether a
teacher wants to pursue
Masters-level credits
through a partner
university as part of
their TAM experience.
Our dedicated TAM
webpages contain more
detail about both
courses: mei.org.uk/tam
Continued on page 3
Page 3
May 2016
Teaching
Ad vanced
Mathematics
( T AM ) i n
2016-17
discussion about the
mathematical
concepts in a session
and lead to
consideration of
implications for the
classroom practice of
course participants.
(con tin ued fro m
page 2)
The course includes:
The TAM course is
designed to support
new or inexperienced
A level Mathematics
teachers, who are
looking to develop
their subject
knowledge and
pedagogy at that
level.
Resources such as
the question shown
below open up
►eight course days
hosted at one of ten
venues focussed on A
level Mathematics
subject knowledge
and pedagogy;
►two developmental
lesson observations
conducted by subject
specialists;
►two years’ access to
MEI’s ‘Integral’ online
resources and
unlimited email
support from MEI;
►access to live and
recorded online
sessions;
►the opportunity to
participate in
subsidised Applied
Mathematics course
days;
►the opportunity to
gain Masters level
credits when studying
the ‘TAM with Masters
course’ at one of 3
university partner
institutions;
►£900 bursary (or
£1200 for ‘TAM with
Masters’ courses) to
participating schools
on completion of the
course in recognition
of the support
provided to
participants.
Applications are now
open and the
application form can
be found at
mei.org.uk/tam along
with further
information and
frequently asked
questions.
If you have any other
queries then you can
contact the CPD
administration team
on cpd@mei.org.uk
Simon Clay
TAM coordinator
Email Simon
Summer School for teachers new to
A le vel Mathematics
The National STEM
Centre, in conjunction
with MEI, is running a
four day summer
school for teachers
new to teaching A
level mathematics.
It is designed for
teachers who are new
to teaching or have
limited experience of
teaching A level. The
course concentrates
upon pedagogy and it
is expected that
participants will
already have a good
understanding of the
mathematical content
at advanced level.
The course runs from
22nd-25th August
2016 and is free for
teachers working in
state-funded schools
in the UK (the full fees
are covered by an
ENTHUSE bursary). If
you are taking on a
new teacher from
September who will
be teaching A level for
the first time then this
course will be ideal for
them.
For more details
about the course and
how to apply visit the
National STEM
Centre website.
Tom Button
Learning
Technologies
Specialist, MEI
Email Tom
Page 4
MEI Newsletter
Page 5
May 2016
MEI Conference sponsored by
The MEI Conference
will take place next
month at the University
of Bath from 30 June
to 2 July. The deadline
for registration is 20
June.
Included within our
wide variety of
sessions is a particular
focus on the new A
levels. In addition to
sessions suitable for all
specifications on
various aspects of the
changes, there will be
plenty of opportunities
to talk through any
concerns with fellow
teachers and MEI staff.
Each session will have
accompanying
resources that can be
taken back to your
departments to help
prepare colleagues for
the changes taking
place.
Get set for
September 2017
►Problem solving in
A level Mathematics
►Statistics
►Mechanics and
modelling
►Further
Mathematics
You can browse the
wide selection of MEI
Conference sessions
by subject area or by
time/date. Other
subject areas include:
►A level Mathematics
There will be a series
of four ‘Get Set for
September 2017’
sessions, designed to
inform and prepare
teachers for the
reformed A levels.
These sessions are
suitable for any
teachers of A level and
may be of particular
interest to heads of
department or KS5
coordinators.
(including Mechanics
and Statistics)
►A level Further
Mathematics
►Enrichment
►Functional Skills
►GSCE Resit
►KS3 and KS4
►Level 3 Core Maths
►Mathematicians
►Preparing for the
new A levels in 2017
►Use of dynamic
imagery and ICT in
teaching mathematics
There will also be
plenaries from Charlie
Stripp, Professor
Andy Noyes and Dr
Vicky Neale, and an
after dinner talk from
Jonny Griffiths.
Exhibitors will be
attending the
conference on the
Friday, many with
support and resources
for the new A levels as
well as for other key
stages and curriculum
concerns.
There will be an
opportunity to view our
new Integral online
resources, developed
to support all of the
new specifications for
AS and A level
Mathematics and
Further Mathematics,
and new features to
support classroom and
independent study.
We are grateful for the
continued support of
Casio, our main
sponsor.
Sue Owen
Marketing Manager
Email Sue
Page 6
MEI Newsletter
Get on track for the new maths AS/A levels
with the best source of
impartial advice and
information about the
new mathematics A
levels for first teaching
from September 2017.
We’ve been keeping
our dedicated
webpage, up to date
with the latest details.
These include:
►New FAQs explaining
when the new awards
will be available; where
you can find the
formulae that students
will need to learn and
use in examinations;
and details of standard
notation that students
are expected to
understand and use.
►Information about the
►Links to recently
As we mentioned in
our February
newsletter, we’re
planning to provide you
released documents
that confirm the
content, conditions
and requirements,
and guidance for the
new mathematics A
levels.
‘Strategies’ and ‘Get
Set’ CPD courses that
we will be delivering
from September 2016
onwards. The
‘Strategies’ courses are
now open for bookings,
and if you register an
interest in the ‘Get Set’
courses then we will
inform you when they
are open for bookings.
You can stay informed
with all the latest
changes by registering
for free updates.
Additional information
is available on the
FMSP webpage.
Contextualising post-16 GCSE mathematics
MEI’s Katharine
Davies will be
delivering a workshop
at the National STEM
Centre on 20-21 June
on using context in the
teaching of post-16
GCSE Mathematics.
During the workshop,
participants will
develop and share
their own resources,
drawing on ideas
developed in the
contextualisation
toolkit that MEI
developed with funding
from the DfE.
The course is supported
with ENTHUSE funding
and teachers from state
-funded schools and
colleges are eligible for
bursaries that can be
used to contribute to the
course fees.
Full details are
available on the
National STEM
Centre website.
Focus of the Month
The ‘Focus of the
Month’ items on our
home pages highlight
topical areas of interest
and provide a handy
summary of all the
related support we
offer.
Our May focus is on
Contextualisation. If
you missed the last
two, click on the
images (right).
Janice Richards
You can find all of our
past editions here, and
those for the FMSP
here.
Programme Leader
(Business
Development and
Communications)
Email Janice
Page 7
May 2016
Examining A level Mathematics
With the new A level
specifications starting
teaching from
September 2017,
exam boards will be
advertising for
examiners.
We will draw your
attention to the MEI
examiner adverts
through our website;
here are some reasons
why you might
consider applying.
►You will get an
insight into the
examining system.
►Thinking about
assessment will make
you think more deeply
about mathematics
and inform your
teaching.
►Working with other
examiners is an
effective form of
professional
development.
►As a teacher, you
know what students
can do and have a
strong understanding
of what it is reasonable
to expect them to be
able to do under exam
conditions.
►Training and other
meetings often take
place online so there is
no need to miss
lessons with your
classes.
►You will be paid for
your work.
Stella Dudzic
Programme Leader
(Curriculum and
Resources)
Email Stella
I n t e g r a l f o r t h e n e w AS / A l e v e l s
and effective resources
aimed at both teachers
and students.
Many MEI staff are
involved in continuing
work to develop
Integral for the new
AS/A levels in
Mathematics and
Further Mathematics.
The new resources will
address all of the
curriculum changes,
including the greater
emphasis on modelling
and problem solving,
and the use of large
data sets to teach
statistics.
Integral will continue to
support all of the AQA,
Edexcel, MEI, OCR
and WJEC
specifications by
providing engaging
MEI is also working
closely with Hodder to
ensure that Integral
can be used easily in
conjunction with
Hodder’s e-textbooks
for the new AS/A
levels.
Visit the Integral stand
at the MEI conference
to find out about how
Integral will support
problem-solving, the
use of large data sets
and the use of
technology in the new
AS/A levels. Also visit
integralmaths.org for
updates and the latest
samples.
Please get in touch
with the Integral team
via resources@
integralmaths.org for
any information about
Integral. We’re happy
to call you to provide
advice or to arrange a
one-to-one online
webinar to make sure
you get the most from
Integral.
Sumaze sequel
MEI and the Sigma
Network’s problemsolving app,Sumaze!,
has now been
downloaded over
20,000 times.
Following this success,
MEI is working with the
Sigma Network to
produce another
version of Sumaze!
covering decimals,
fractions and
percentage change.
With the working title
‘Sumaze! – Beyond the
Integers’ it is expected
that this will be
released later this
summer. Look out for it
in the App Store and
on Google Play.
Richard Lissaman
Online Resources
Coordinator
Email Richard
Page 8
MEI Newsletter
Underground Mathematics
Have you seen the Underground Mathematics resources?
Free professional
development is
available to support you
and your colleagues in
using these resources
effectively with your
students. For courses
close to you please see
the MEI Underground
Maths web page.
If there isn’t a
convenient course
there, you might want
to follow the example
of some Sixth Form
Colleges and look into
hosting the course for
all your colleagues on
dates that work for
you.
If you’re interested
please get in touch
with Lorna Kerr.
Below left is one
resource from the
website; an interesting
twist on familiar twoway tables.
Two-way calculus (click table to view on Underground Maths website)
Bernard Murphy
Programme leader
(teacher support)
Email Bernard
Page 9
May 2016
Teaching GCSE Maths (TGM)
TGM is MEI’s
sustained professional
development course
for those new to
teaching secondary
mathematics. It is
designed for teachers
wishing to develop
their own subject
knowledge, classroom
practice and
confidence in the
teaching of
mathematics up to the
level of Higher Tier
GCSE.
TGM is ideal support
for colleagues who are
in training, newly or
recently qualified,
returning to the
classroom or
experienced teachers
of other subjects who
are now teaching
mathematics.
The course fee is £500
and this includes
tuition and materials on
the five study days
covering issues such
as the big ideas in
maths and principles of
effective GCSE Maths
teaching. Also included
in the course fee is a
substantial online
element, including a
bank of resources and
live online sessions.
We are pleased to
announce that in
academic year in
2016/17 TGM will be
running at venues in
Manchester, Hull,
Birmingham and
London.
“The most useful
aspects were the
resources and fresh
ideas.”
“Really opened my
eyes to different
views of the subject.”
“I have attended many courses but this is the first
time I have constantly thought, ‘Yes, I can use that’.”
Registration is now
open for the September/
October 2016 start.
For further details and
online registration go to
mei.org.uk/tgm or
contact course leader,
Debbie Barker.
Debbie Barker
CPD coordinator KS3
and KS4
“I gained a deeper
personal
understanding of
GCSE A/A* topics.”
Email Debbie
National STEM Centre CPD
courses in conjunction with MEI
In addition to the two
other courses
mentioned in this
newsletter, New to
teaching A level
mathematics summer
school and
Contextualising post16 GCSE
mathematics, the
National STEM Centre
runs other courses in
conjunction with MEI:
Teaching for deep
understanding in A
level mathematics
A two day residential
course for teachers of
A level mathematics
preparing for the
implementation of the
new curriculum.
27 & 28 July 2016
Developing as a
leader of mathematics
professional
development
A two day residential
activity designed for
teachers of
mathematics who have
limited experience in
leading professional
development (PD).
10 & 11 October 2016
Teachers working in
state-funded schools in
the UK are eligible for
ENTHUSE Awards
which can be used to
contribute to covering
the cost of course fees,
supply cover, travel,
accommodation, or
equipment for your
school.
Page 10
MEI Newsletter
P r o b l e m S o l v i n g M AT t e r s - a c o u r s e f o r s t u d e n t s t o d e v e l o p
p r o b l e m s o l v i n g s k i l l s f o r t h e M a t h e m a t i c s Ad m i s s i o n T e s t
Problem Solving
MATters is a new
course for students
from state-funded
schools, academies
and colleges who are
interested in applying
for places at Oxford
University or Imperial
College to study
Mathematics. The
course is a joint
venture involving MEI,
Oxford University and
Imperial College.
Students applying for
places to study
Mathematics or
Computer Science
courses (including joint
honours) at Oxford
University or any
Mathematics
undergraduate course
at Imperial College,
London will be required
to sit the Mathematics
Admission Test (MAT)
as part of the
admissions process.
The Problem Solving
MATters course is
designed to prepare
students for the way
they will have to think
to achieve success in
the MAT by developing
their mathematical
thinking and problem
solving skills.
The course consists of: The first 2016 study
days take place on
►Three face to face
Saturday 25 June
study days which
(Imperial College,
focus on the specific
London) and Saturday 2
problem solving skills
July (Oxford University).
that students will need
to develop and feature To register for a place,
workshops where
applicants should
students will be
complete an online
supported by mentors application form.
from Oxford University Applicants will be
and Imperial College.
informed if they have
gained a place by the
The final study day
beginning of June 2016.
includes a short
practice examination
Further information and
that will be marked by an application form can
a mentor and from
be found on the MEI
which feedback will be website at mei.org.uk/
provided. Students
oxford.
applying for the course
are allocated a place at
either Oxford
This programme of
University or Imperial
support has been made
College for the study
possible by the
days.
generous support of Dr
Tony Hill, Oxford
►Three summer
University Alumnus.
assignments
consisting of small
investigations to
develop thinking skills
and short exercises to
develop technique.
These are marked by a
mentor and feedback
is provided.
►Five online follow-
up sessions
designed to
consolidate the
problem solving skills
the students have
developed. These will
take place during
weekday evenings in
the autumn term and
run up to the MAT
examination itself.
Phil Chaffé
FMSP Central
Co-ordinator
Email Phil
Page 11
May 2016
Further M athematics Support Programme
The FMSP has
submitted plans to the
DfE for the support it
will offer in 2016-17,
which is the third year
of our current contract.
The key priority for the
FMSP over the next 12
months is helping
schools and colleges
prepare for teaching
the new A levels for
Mathematics and
Further Mathematics.
The FMSP will
continue to help
students to take AS/A
level Further
Mathematics in order
to help them fulfil their
potential. In recent
years our aim has
been to help schools
and colleges offer
Further Mathematics
themselves by
developing teachers’
subject knowledge,
providing teaching
resources, offering
advice on costeffective strategies for
establishing Further
Mathematics and
promoting
mathematics so that
more students want to
take the subject.
Setting up Further
Mathematics from
scratch is a challenge,
especially with small
class sizes and funding
constraints. However,
provision for Further
Mathematics continues
to improve. Last year
67.5% of state-funded
institutions which had
students studying A
level Mathematics also
had students entered
for Further
Mathematics, a small
rise from 66% in 2014
but a considerable
improvement since
2004, when this figure
was only 40%. Access
to Further Mathematics
support in schools has
never been better.
The UCL Institute of
Education recently
reported on four case
studies which
investigated the wider
effects of setting up
Further Mathematics
with support from the
FMSP. The research
considered aspects of
departmental
leadership and
structures, teacher
identity and
confidence, and
changes to pedagogy.
The TAM and TFM
courses run by the
FMSP, as well as work
on problem solving and
reasoning at KS4 and
A level are mentioned
as having a wider
positive effect on the
mathematics
department. The
report will help
inform the FMSP about
how best to support
schools and colleges.
Kevin Lord
Programme Leader
(FMSP)
Email Kevin
The Further Mathematics Support Programme Extended Courses
The FMSP offers
teachers the
opportunity to enrol on
high quality extended
professional
development courses
that are delivered over
several months.
Our programme of
extended courses
enables teachers to
improve their
mathematical subject
knowledge and reflect
on pedagogy at A
level.
The February FMSP
Focus of the Month
gives brief details of all
the FMSP extended
courses. The courses
involve a blend of faceto-face study days,
online tutorials and
dedicated resources
FMSP’s extended PD courses
Course
Application
Teaching Further Mathematics (TFM)
furthermaths.org.uk/tfm
July
2016
20 May
2016
Teaching Mechanics (TM)
furthermaths.org.uk/teaching-mechanics
Sept
2016
15 July
2016
Teaching Statistics (TS)
furthermaths.org.uk/teaching-statistics
Sept
2016
15 July
2016
developed specifically
for the courses.
Teachers enrolling on
the courses will also be
given a username and
password to access
Integral resources for
the topics they are
studying.
These courses are
now open for
applications. Full
details including
course structure,
dates, fees and
application forms can
be found on the web
pages in the table left.
Continued on page 12
Page 12
MEI Newsletter
The Further
M aths Support
Programme
Extended
Courses
(con tin ued fro m
page 11)
Each of the extended
courses also provides
an opportunity for
participants to gain
optional Masters level
credits by registering
with the University of
Plymouth.
For more information
about this option please
contact Sue de
Pomerai.
Sue de Pomerai
FMSP Deputy
Programme Leader
Email Sue
Maths Feast 2017
2016 was the second
successful year of
Maths Feasts running
across the country.
This competition is for
teams of four Year 10
students and is
designed to develop
and test problem
solving and team work
skills. Over 80 events
were held in schools
and universities and
nearly 700 state
schools took part,
some bringing more
than one team!
The rounds were
different from last year
to keep students ‘on
their toes’, though
there was still a big
focus on problem
solving and
communication,
especially in the final
‘burst of four’ round
where students
needed the answer
from the previous
question to answer
their own! Many
students described this
as their favourite round
calling it ‘exciting’ and
‘challenging’.
Another favourite was
the comprehension
round where students
were given information
and then asked
questions on it; this
year’s topic was
complex numbers!
The practical round
this year focussed on
pentominoes and
students and teachers
alike found this
engaging.
Maths Feast at City of Norwich School:
twenty teams took part
For more information
about the Maths Feast
and to find out how your
school can take part,
please go to
furthermaths.org.uk/
maths-feast.
Cath Moore
FMSP Central
Coordinator (KS4
Enrichment and CPD)
Email Cath
Maths Feast at Newquay
Tretherras School:
the pentominoes round
Page 13
May 2016
The text below is from pages 4, 5 and 6 of Ofqual ’s
‘GCE Subject Guidance for Mathematics ’.
Overarching themes and use of technolog y
Paragraphs 7 and 8 of the Content Document state that 7. A level specifications in mathematics must require students to demonstrate the following overarching
knowledge and skills. These must be applied, along with associated mathematical thinking and
understanding, across the whole of the detailed content set out below.
8. The use of technology, in particular mathematical and statistical graphing tools and spreadsheets, must
permeate the study of AS and A level mathematics.
These statements should be interpreted primarily as indicating the desired approach to teaching GCE
Qualifications in Mathematics.
However, these statements also have implications for assessments. Consequently, in respect of each
GCE Qualification in Mathematics which it makes available, or proposes to make available, we expect an
awarding organisation to explain and justify in its assessment strategy for that qualification how these
statements have been reflected in the qualification’s design.
Large data sets
Paragraphs 9 and 10 of the Content Document state that 9. AS and A level mathematics specifications must require students to:
 become familiar with one or more specific large data set(s) in advance of the final assessment
(these data must be real and sufficiently rich to enable the concepts and skills of data
presentation and interpretation in the specification to be explored)
 use technology such as spreadsheets or specialist statistical packages to explore the data set(s)
 interpret real data presented in summary or graphical form
 use data to investigate questions arising in real contexts
10. Specifications should require students to explore the data set(s), and associated contexts, during
their course of study to enable them to perform tasks that assume familiarity with the contexts, the
main features of the data and the ways in which technology can help explore the data. Specifications
should also require students to demonstrate the ability to analyse a subset or features of the data
using a calculator with standard statistical functions, as detailed in paragraph 8.
Awarding organisations should interpret the term ‘specific large data set(s)’ (and related terms) as
meaning data sets which:
 consist of real data – the data may be reorganised into a standard format but should not be
cleansed by the awarding organisation;
 wherever possible, include the source of the data (including URLs) so that Learners can
understand how it was collected;
 may be accompanied by a short piece of text and/or a glossary to help Learners understand the




data and associated terminology;
make clear to Learners whether the whole data set is (essentially) a population, or a sample
from a larger population;
are large enough to manage the risk of predictable assessments, while also being manageable
for Centres and capable of supporting the requirements set out in the Content Document;
contain a mixture of categorical and numerical data; and
are suitable for analysis using a spreadsheet and/or statistical data package.
Continued on page 14
Page 14
MEI Newsletter
Text from pages 4, 5 and 6 of Ofqual ’s
‘GCE Subject Guidance for Mathematics ’.
Continued from page 13
Questions/tasks targeting large data sets
The Content Document sets out a clear expectation that assessments will include questions/tasks
which relate to the specific large data set(s) studied.
Our expectation is that these questions/tasks should be likely to give a material advantage to
Learners who have studied, and are familiar with, the prescribed large data set(s). They might
include questions/tasks which:
 assume familiarity with the terminology and contexts of the data, and do not explain them in a
way which provides Learners who have not studied the prescribed data set(s) the same
opportunities to access marks as Learners who have studied them;
 use summary statistics or selected data from, or statistical diagrams based on, the prescribed
large data set(s) – these might be provided within the question/task, or as Stimulus Materials;
 are based on samples related to the contexts in the prescribed large data set(s), where
Learners’ work with the prescribed large data sets will help them understand the background
context; and/or
 require Learners to interpret data in ways which would be too demanding in an unfamiliar
context.
Where an awarding organisation provides a short piece of text and/or a glossary to help Learners
understand the data and associated terminology, questions/tasks should require greater
engagement with the data than the text and/or glossary provides.
Maths Feast at Newquay Tretherras School:
the pentominoes round
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