Core Maths
THE NEED - Statistics
• The government has set out an ambition for
the overwhelming majority of young people in
England to study mathematics at least to age
18 by 2020.
• 40 per cent of students each year do achieve a
grade C or above at GCSE but do not continue
with any form of more advanced maths after
age 16 – over 250,000 each year in total.
THE NEED - Research
• About 250 000 undergraduates each year are reported
by their HE institution to need some mathematics or
statistics in their course, but have not done any
mathematics since age 16
• A large number of primary school teachers, responsible
for the next generation’s success or otherwise in
mathematics, have done no mathematics since
obtaining a weak pass in GCSE Mathematics at age 16
• Many students following Level 3 courses need more
mathematics to support their studies
• Employers report a ‘skills gap’ in mathematics among
their new recruits
Core Maths
• Designed for post 16 students who achieved
grade C or above in GCSE
• 180 Guided Learning Hours (GLH) (cannot be AS)
• Must be graded using a minimum of four grades
• First teaching in September 2015 (‘early adopters’
to start in September 2014)
• Minimum of 80% external assessment
• Internal assessment should be assessed by
external moderation
Core Maths
• Content will include material from the Higher tier of revised GCSE
content, published on 1st of November 2013, specifically the content
targeting higher attaining students shown in bold, and appropriate
Level 3 material
• No intention for there to be completely common content across all
Core Mathematics qualifications
• Courses will be required to include challenging material, some of
which may be optional
• Content to focus on:
 the application of mathematical knowledge to address problems;
 representing situations mathematically;
 use of mathematical and statistical knowledge to make logical and reasoned
arguments in a variety of contexts
What do we already have
Introduction to Quantitative Methods
Critical Maths
Quantitative Methods
ACCREDITED
• Ready for teaching from September 2014
• Level 3 Certificate in Quantitative Methods (MEI),
which comprises the single unit Introduction to
Quantitative Methods(IQM)
• AS in Quantitative Methods (MEI) which comprises
three units: IQM and two existing units from the GCE
Mathematics (MEI) suite - Statistics 1 and Decision 1
Critical Maths
The DfE is funding MEI to investigate how Professor Sir
Timothy Gowers's ideas might inform a curriculum that
could become the basis of a new course for students
who do not currently study mathematics post-16.
The curriculum will be based on students engaging with
realistic problems and developing skills of analysing
problems and thinking flexibly to solve them. Such
problem-solving skills are highly valued by higher
education and employers.
What are we planning to do?
OCR’s Vision for Core Maths
OCR’s qualifications place emphasis on mathematical and
statistical problem solving and are aimed at:
• students taking level 3 courses, for whom GCE Mathematics is
not appropriate;
• students who need support for level 3 or HE;
• students who need to continue with some mathematics
because they intend at some stage to enter a teacher training or
health professional training course;
• students who do not intend to continue in full-time education
and will be moving on to do apprenticeships or straight into
employment.
OCR’s Vision for Core Maths
OCR’s central aim is to develop a coherent mathematics syllabus
(curriculum plus assessment plus support) that emphasises and
encourages the following widely recognised desirable outcomes:
• sound understanding of mathematical concepts, skills and
techniques from GCSE and beyond;
• fluency in procedural skills, common problem solving skills and
strategies;
• confidence in applying mathematical thinking and reasoning in
a range of new and unfamiliar contexts to solve real life
problems;
• competency in interpreting and explaining solutions of
problems in context.
OCR’s Vision for Core Maths
It became clear from our research that one Core Maths
qualification will not satisfy needs of all students from
the target group.
Based on those conclusions OCR decided to design two
different Core Maths qualifications: one which
concentrates purely on real life problem solving
(Quantitative Reasoning) and one that has a distinct
statistical flavour (Quantitative Problem Solving).
Features of OCR’s qualifications
• Modelling
• The statistical problem-solving cycle
• The financial problem-solving cycle
• Use of technology
• Critical Maths
• Statistical Problem Solving
• Two papers (2 hours each)
• No coursework
• Pre-release material
Resources and support
• Core Maths Support Programme (CMSP)
• Large resource package developed by MEI
• Support from OCR
 access to Subject Specialist
 network meetings
 forums
 and more