Post–14 Mathematics
Alternative Provision
A Discussion
There are a number of proposals, which may, in the future, impact
upon mathematics provision for older students. Even designating
it post-14 can be called into question, as some of these possible
proposals will affect students earlier in their school careers.
In 2003 the government produced its document '14-19:Opportunity
and Excellence'. This document explores the significant weaknesses
(and some strengths) of our current system.
For example:
- 'nearly
half of young people still do not achieve five good GCSEs at school;
- more still do not reach that standard in English and Mathematics;
- one in twenty leaves without a single GCSE pass;
- too many young
people truant in their last two years of compulsory education;
- and the behaviour of some who turn up makes it hard for teachers
to teach and others to learn.'
Mike Tomlinson (ex HMCI) was asked
to chair a new Working Group for 14-19 Reform. It examined how
developments in vocational education, assessment and qualifications
framework could transform 14-19 learning. The Tomlinson Report
was published in October 2004 and can be found at:
The Post-14 Mathematics Inquiry was published
earlier in 2004. The aim of the Inquiry was to make recommendations
to ensure that the United Kingdom has a strong supply of young
people with good mathematical knowledge and skills that meet
the wide-ranging needs of employers and further and higher education.
The Inquiry made recommendations on changes to the curriculum,
qualifications and pedagogy for those aged 14 and over in schools,
colleges and higher educational institutions, to enable students
to acquire mathematical knowledge and skills necessary to meet
the requirements of employers and further and higher education.
One outcome is a recommendation that two types of GCSE mathematics
are made available: Mathematics for those taking the subject
further and a money management type qualification for others.
In summary, the Inquiry has identified three
areas of especial concern: the shortage of specialist mathematics
teachers in schools; the failure of the current curriculum and
qualifications framework to achieve fitness for purpose; the
need to support current teachers of mathematics through CPD inter
alia.
And then there is the national pilot into
two tiers of entry at GCSE.
In Hertfordshire (as in other LEAs) we are
concerned to increase the number of students who leave school
with five or more A* - G GCSEs (including English and mathematics) - in
2003 94% did so from Hertfordshire schools.
So there are a number of issues which may
cause us to consider alternative provision and so some thoughts:
- Several Hertfordshire schools in the last
two years have used early entry - typically at the end of Year
10 - for their weakest students. Some of these students will
be those who typically become disengaged, disagreeable and
ultimately disappeared by the end of Year 11. For others the
success at passing an exam can lead into retakes and higher
grades. Or could they study an alternative in mathematics or
indeed drop mathematics. Certainly there is the freedom now
to do so at the end of Year 10.
- Some schools have determined to offer
GCSE statistics alongside GCSE mathematics for the most able
students. Some may take this at the end of Year 10 - having
started studying the GCSE statistics specification from the
summer of Year 9.
- At present GCSE mathematics remains the 'gold' standard:
there are no current equivalents to this. But in the future
there may be - so we might start to use Free Standing Mathematics
Units (FSMU) or Key Skills qualifications. Or ASDAN qualifications
in associated areas such as personal finance. Or others?
- And what about our most able students?
Some schools are piloting a two-year Key Stage 3 - so do we
disregard the national tests? Or could these be equivalents
to GCSE or students take their national tests and GCSEs when
they are ready not when they've reached the end of some Key
Stage. Some schools are using FSMU qualifications in Additional
Mathematics as a preparation fro students for A Level - see
- For some GCSE mathematics is an irrelevance.
So do we fast track them to A Level, Further Mathematics and
indeed university qualifications such as early Open University
modules?
So some exciting changes and possibilities...
- What do you think?
- What else might be considered?
Keith Gould
Hertfordshire Mathematics Adviser
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