Read first-hand accounts from schools already experienced in teaching Core Maths in the case studies below and view Core Maths endorsements from universities, employers and the promoting team.
Queen Elizabeth’s School in Dorset is a large comprehensive school providing education to around fifteen hundred 13-18 year olds. Students mainly come from feeder schools in the…MORE
Huddersfield New College, is a sixth form college located on the edge of the Pennines, and is the only college in West Yorkshire which gives students the option to study a mix of both A Level and BTEC…MORE
The Duston school is a co-educational secondary school with a sixth form provision and an outstanding Ofsted rating. As of September 2014, it is a designated national teaching school and in September 2015…MORE
Malmesbury School is a large, outstanding comprehensive set in a small picturesque market town in Wiltshire. In the middle ages, thanks to the presence of the Abbey, the town of Malmesbury was actually…MORE
Set in the heart of London, just a stone’s throw from the hustle and bustle that is Oxford Street, St. Marylebone Church of England School is an outstanding comprehensive school for girls. It offers a mixed sixth…MORE
Parliament Hill is an all girls school located beside Hampstead Heath in North London. The school is one of four members of the LaSWAP consortium. Together members of the consortium provide a unique sixth…MORE
Nicola Smith is a Core Maths teacher based at Cardinal Newman College, a popular Catholic sixth form college in Preston, Lancashire. The College offers a full range of Level 3 courses and a selection of BTEC courses...MORE
Gloucester College is a large Further Education College with four campuses located in the Cotswolds. This case study is based on the experiences of staff and students at the Gloucester campus. In addition to A Levels and...MORE
Northampton Academy is a large modern secondary school with over 1400 pupils. Delivery of Core Maths is now in its second year...MORE
In November 2015, 182 centres who are currently delivering Core Maths, completed a short survey on how they have integrated this new course into...MORE
Situated in North Yorkshire, Harrogate Grammar School is a large state mixed comprehensive school, with sixth form provision, run by the Red Kite Learning Trust.MORE
Core Maths Leads (CMLs) play a key role in supporting developments in Core Maths. Most CMLs are released for up to half of their working week to support...MORE
Whilst we would not discriminate against students who do not/are unable to take a Core Maths course from 2015 we welcome the ethos behind this development. For example, students in social sciences, business, psychology, sciences and health sciences who are not taking A/AS level Maths may find the Core Maths element useful in preparing for university study where a working application of maths or statistics may be required.
Where a programme requires above a grade C in GCSE Mathematics or an AS level in Mathematics it is probable that we will consider the level 3 core Maths qualification as meeting these requirements.
Whilst recognising that some Schools and Colleges may be initially unable to offer the new qualifications, Coventry University welcomes the introduction of Core Mathematics and would be pleased to receive applications from students offering these qualifications.
Core Mathematics will not typically form part of any offer for entry to Coventry, unless specified as a subject requirement at individual degree level.
The University of Exeter supports the core maths and this may be considered acceptable in lieu of GCSE grade A in this instance; this will be considered on a case-by-case basis. However, this will not be acceptable in lieu of AS/A level maths.
Lancaster welcomes the introduction of the new Core Maths qualification, but appreciates that some schools and colleges may not be able to offer the qualification initially. Core Maths will not typically form part of the offer for entry to Lancaster, unless specified as a subject requirement at individual degree level.
We will not require Core Maths as a specific qualification for entry, though we support this development as a useful preparation for university study.
LSE recognises that the skills and experience gained by students who choose to undertake the Core Maths Qualification may be very useful as preparation for the study of social sciences at undergraduate level.
Whilst we do not include the grades gained from Core Maths in our standard offers, and there is no requirement to do one, successful completion of the Core Maths qualification can help you demonstrate your readiness to study the rigorously academic undergraduate programmes at LSE.
Applicants to LSE are expected to have at least a grade B (or a grade 5 under the new grading system) in GCSE mathematics. We would be likely to consider a pass in Core Maths to be an alternative way to meet this requirement. (LSE)
We support the ethos behind the introduction of this new qualification in that it may be beneficial to a range of degree subjects that do not generally ask for A Level Mathematics but where enhanced numerical or statistical skills may be helpful. For this reason, we encourage applicants to consider taking this qualification where practical.
The University welcomes and recognises the value of Level 3 core mathematics qualifications (eg AQA Certificate in Mathematical Studies). Core Mathematics is not a compulsory element of post-16 study and as a result we will not normally include it in the conditions of any offer made to you. However, if you choose to undertake a core mathematics qualification this may be taken into account when we consider your application, particularly for certain non-science courses with a distinct mathematical or statistical element. We advise you to contact the academic School, who will clarify whether your specific portfolio of qualifications is acceptable for entry on to your chosen course.
We welcome the introduction of the new Core Mathematics qualifications and believe they will be beneficial to students wishing to study social science subjects that may involve the use of applied mathematical skills, such as business management, economics, geography and politics.
The Core Maths qualification is accepted alongside GCSE Maths for those programmes requiring a minimum of a grade B in GCSE Maths. e.g. Psychology.
The University fully supports the principles behind the introduction of the new Core Mathematics qualifications and believes they could be beneficial to students considering making an application to a range of degree subjects in the social sciences, business, and health sciences, for example.
We welcome the introduction of the new Core Mathematics qualifications which will provide valuable skills to support higher education studies across a range of disciplines.
Where a student is offering a Core Mathematics qualification and not a GCSE in Mathematics, we may accept the Core Mathematics qualification in lieu of a GCSE requirement. This will be considered on a case-by-case basis.
Core Mathematics will not be acceptable as a substitute for an A level Mathematics requirement.
Chairman and CEO of Nestlé UK and Ireland
Whether in retail, healthcare, the service sector, transport or manufacturing, the UK will only secure and strengthen its competitive position in the global economy if it has a future workforce with solid numeracy and financial management skills. The new Core Maths qualification is an excellent way to ensure British employers have a ready pipeline of young talent with the maths skills they need.
Managing Director of Brompton Bicycles Ltd
At Brompton, as with every business maths runs through our organisation; design, purchasing, budgeting and profit & loss. It effects all areas HR, Marketing, Logistics, ICT not just those that are perceived to be mathematical like Finance or Design. Too often maths is discarded too early and its relevance to the subject ignored. The introduction of Core Maths is a superb tool to ensure that development of an appreciation of financial management and problem solving is continued, something that is critical to all areas of business.
Good numeracy skills are important for all apprentices. The real life mathematics skills students learn on the new Core Maths qualification will benefit not only their future employers but give the students and apprentices confidence to tackle and solve problems in their everyday lives too.
Creative Director, Your Studio Ltd & Lecturer at the Royal College of Art
Core Maths is the kind of course that could give you the foundations to move into any field with real confidence. From advertising to animation, graphics to web design, the understanding of grids, mathematics, formulas and percentages will become part of your everyday that you effortlessly flow over without them becoming barriers to your success.
Talent and Resources Director, Crossrail
The world of work is changing rapidly, particularly in terms of technological change, and with this comes an increasing demand for people with mathematical skills. The new (Core Maths) qualification will be of immense value to employers who not only want to develop their employees but also want to employ numerate school leavers, apprentices and graduates who have a good grasp of financial management and problem solving approaches.
Chairman of leading international environmental consultancy SLR
The real life mathematics skills students learn on the new Core Maths qualification will benefit not only their future employers but give the students’ confidence to tackle and solve problems in their everyday lives. SLR employs over 1200 of the world’s brightest environmental scientists working for leading companies all around the globe, and none of them would be able to perform effectively without a solid base of mathematical competence
Managing Director at MTM Products Limited + Director at East Midlands Chamber (Derbyshire, Nottinghamshire & Leicestershire)
Many businesses, including my own, have experienced difficulty in recruiting young people with good numeracy skills. I can think of very few jobs in my organisation regardless of level or function, that do not require numeracy, analytical or problem-solving skills.
The new Core Maths qualification which relates to real life situations in the workplace will ensure that we can recruit “work ready” young people who will quickly be able to contribute to the success of the business. I would encourage other businesses to ensure that their local schools and colleges offer this highly relevant maths qualification.
Talent Management Director at The LGC Group
As a world leading life science company, LGC relies on its employees to have an excellent understanding of maths, whether, for example, working in the labs studying DNA, or in an office, reviewing budgets or counting stock. Numeracy skills - the ability to read data - for employees at all levels, regardless of job role or age, are a critical factor in ensuring that we maintain our standards of excellence, help our employees grow in their career and ensure the ongoing growth and success of our business.
Dr Deirdre Hughes is Chair of the Promoting Core Maths Senior Advisory Board - Promotions. Deirdre is a Principal Research Fellow at the University of Warwick, Institute for Employment Research (IER) & Director of DMH & Associates Ltd. She was a UKCES Commissioner from early 2011- mid-July 2015. She specialises in careers, employment and skills policies, research and practice at a national, EU and international level.
Anthony Tomei is a Visiting Professor at King’s College, London. He is a governor of City and Islington Further Education College and Director of the Salters Institute. Previously Anthony held the position of Director for the Nuffield Foundation for 17 years. Anthony is Chair of the Core Maths Support Programme Higher Education Task Group.
Paul Glaister is Professor of Mathematics and Mathematics Education at the University of Reading. Paul is a member of: ALCAB/ALMAB, reviewing A-level Mathematics for the DfE, Ofqual’s External Expert Advisory Group, Ofqual’s Working Group on A-level Mathematics, DfE Standards & Testing Agency Task Review Group, the Council of the Institute of Mathematics and its Applications. He has also reviewed Core Maths qualifications for the DfE, is a consultant to CMSP, a member CMSP HE Task Force Group, and a Member of the Teaching Core Maths and Managing Core Maths Advisory Boards. Paul is also Chair of the Joint Mathematical Council of the UK (JMC).
Duncan Baldwin is Project Director for the Association for School and College Leaders (ASCL). He was previously Deputy Policy Director for ASCL. Duncan is currently working on the ASCL regionalisation project and he has responsibility for covering policy in curriculum, assessment, performance data, accountability, pay and conditions and ICT.
David Morris is a Policy Officer (Education) at the National Union of Students (NUS).
David supports NUS’s Vice-President (Further Education) in policy and influencing in further education. David conducts research and analysis on emerging areas of further education policy and works to advance NUS’s aims, objectives and relationships within the sector. David has previously worked for NUS on aspects of learning & teaching policy in higher education. He has particular interests in pedagogy, student surveys, apprenticeships and the relationship between education and employment.
Christine Lewis is a National Officer in the Unison Education and Children’s Services section. She leads on further education and school meals. Christine was previously a policy officer and a librarian in the National Health Service.
Yvette is a Professor of Education at Manchester Metropolitan University, where she leads the STEM Education Research Group. She has a long-standing research career in mathematics education focusing on secondary and undergraduate students with special attention to classroom interaction, mathematical literacy, gender, identity and inclusion. She is currently researching the impact of an RME-based approach to post-16 GCSE re-sit mathematics classes.
Gill Clipson is Deputy Chief Executive at the Association of Colleges (AoC) and has held this position since March 2012. She has previously held the role of Chief Executive and Principal of Amersham and Wycombe College and established the first Peter Jones Enterprise Academy in England.
Ian Greenaway is Managing Director at MTM Products (I.S.P.P.) Ltd. He is a Director in the East Midlands Chamber of Commerce (Derbyshire, Nottinghamshire & Leicestershire) and Employability Champion for D2N2 Local Enterprise Partnership. Ian also a Business Adviser for Young Enterprise.
Jeremy Hodgen is Professor of Mathematics Education at the University of Nottingham. He recently completed two influential comparative studies funded by the Nuffield Foundation examining participation in post-16 mathematics and was joint-coordinator of the UK Economic and Social Research Council's Targeted Initiative in Science and Mathematics Education (TISME)
Gary Forrest is a Director of the Career Development Institute (CDI), the UK-wide professional body for the career development sector. He is also National Co-ordinator for EBPn, the national network for Education Business Partnerships and Project Manager for Bath Education Trust. Gary also works as an independent consultant on education for employability.
Grace Breen is a Senior Policy Adviser at the Confederation of British Industry (CBI). She is responsible for policy work relating to education including: childcare, schools, examinations and curriculum reform, careers guidance and work experience.
Lindsay McCurdy is CEO of ‘The Voice of Apprenticeships: Apprenticeships4 England’. She works with Awarding Bodies, training providers and businesses focusing on employer engagement and apprenticeships,. She is also Ambassador for the European Alliance for Apprenticeships.
Mike Thompson is Director of Early Careers at Barclays, Head of Employability and Early Careers and Head of Learning Development. He manages the award winning Barclays Apprenticeship and Undergraduate Programmes (Retail Development Programme).
Nick Chambers is Director of the Education and Employers Charity. The charity runs the free schemes - Inspiring the Future, Inspiring Women and Primary Futures - all designed to get volunteers to go into schools and talk to young people about their job and career route. It also undertakes research into the effectiveness of employer engagement.
Piers Saunders is a Mathematics Lecturer at the Institute of Education (IOE), University of London.His research interests include teaching and learning mathematics with ICT and pedagogical content knowledge. He has a strong track record in initial teacher education.
Sion Humphreys is a Policy Advisor for the National Association of Head Teachers (NAHT). He represents NAHT in engaging with a wide range of governmental and non-governmental bodies, seeking to influence policy in the making and interpreting and analysing policy developments across the entire curriculum range.
Paul Jackson is Chief Executive of EngineeringUK. Paul leads the team at EngineeringUK to promote engineering and technology with young people, the media, party members and the general public.
Mike Harwood is the Professional Standards and Workforce Development Advisor for The Education and Training Foundation.
Mike was involved in the establishment of The Education and Training Foundation. One of his roles is to lead on supporting the sector workforce in teaching Mathematics and English.
Melanie Washington is Director of Programme Development at STEMNET. Melanie is responsible for providing strategic direction for STEMNET, forging new relationships and securing external funding avenues for the charity. Melanie is responsible for providing leadership for a team of 13 people who manage and deliver education projects across the UK including the 30,000 strong STEM Ambassadors Programme and STEM Clubs Programme.
Simon Hepburn is the Director of Pathways and Partnerships for the Academies Enterprise Trust (AET), the largest academies group in the country. Simon is the lead on the Championing Careers Guidance in Schools Programme for AET, a programme funded and supported by the Greater London Authority. Simon was a member of the London Ambitions Advisory Group and was Chief Executive of The Advisory Centre for Education. Simon is passionate about the importance and power of education and young people reaching their full potential.
Emma Fielding is Assistant Principal at Exeter College, with particular responsibility for A Levels, International Baccalaureate and the Reach Academy. Emma leads on the delivery of Maths and English in the college, and also sits on the AQA Curriculum & Assessment Quality Committee.
Laura Bell is the Programme Director for CfBT Advice & Guidance, her portfolio includes careers guidance for young people and adults and was one of the founding Directors of the Career Development Institute. Laura joined CfBT after 20 years of working exclusively in the private sector and is passionate about supporting initiatives that bridge the gap between education and business.