MEI aims to transform lives through maths education. We welcome an evolved curriculum that is inclusive, coherent and future-proofed, and look forward to working with schools, colleges and teachers to enable more students to experience success in maths.
MEI supports rebalancing the maths curriculum to reduce content at Key Stages 1 and 2. This is a key step in enabling children to master fundamental maths securely, which gives them a springboard for successful transition to Key Stage 3 and reduces the need for re-teaching content from earlier stages where this is not secure.
Improved curriculum sequencing will provide greater opportunity for all students to develop additive reasoning by the end of Key Stage 1, multiplicative reasoning by the end of Key Stage 2, and proportional reasoning by the end of Key Stage 3:
- Primary teachers will gain time to give attention to core concepts and activities that develop students’ mathematical fluency and reasoning in tandem
- Key Stage 3 maths teachers will be able to plan and teach more coherent lessons appropriate to the prior attainment of all students.
- Across Key Stages 3 and 4, teachers will have more opportunities to support their students in the mathematical reasoning and problem-solving so vital for success at GCSE.
MEI is optimistic that these curriculum changes, if implemented well, will enable more students to complete Key Stage 3 with firm foundations in the fundamental maths that underpins GCSE success, and that a greater proportion of students from disadvantaged backgrounds and girls will achieve the highest grades.
We welcome the review’s recommendation to reduce GCSE exam time and support the introduction of assessments that recognise students’ mathematical fluency, reasoning and problem-solving.
Some students need more time and specialised teaching to gain a level 2 maths qualification. We welcome measures to support the progress of these students, including the sharing of Key Stage 2 outcomes and teacher assessment during Key Stage 3 (including year 8 formative assessment). We also welcome the introduction of a stepped level 1 qualification for post-16 students who achieved a grade 1 or 2 at GCSE. This creates an environment whereby schools and colleges provide maths pathways for lower attaining students in Key Stage 4 and post-16 that enable more students to achieve a level 2 maths qualification by age 18 without repeated experience of failure.
We believe that data science and AI are important mathematical areas. The rapid growth in data, technology and artificial intelligence requires new knowledge and skills which we believe should be introduced at school level. We are pleased to see data science featured in the government response and strongly support the introduction of a level 3 qualification in data science and AI.
The curriculum is only as effective as the teachers and leaders who implement it and inspire students to learn and connect the knowledge and skills. We face continued challenges in retaining and recruiting specialist teachers of maths. As a result, there is a strong need for high-quality subject specialist professional development to support curriculum implementation and ensure high-quality teaching for the benefit of all students.
Over the coming weeks, we’ll publish a set of blogs written by MEI experts, covering different aspects of curriculum change in more detail.