Critical Maths is a post16 mathematical thinking curriculum developed by MEI with DfE funding. The resources have been trialled in schools and are freely available. They are designed to enable students to think about real problems using mathematics. Many of the resources start by engaging the students in giving an initial opinion and then encourage them to think more deeply and to evaluate their initial thoughts.
To access the Critical Maths resources on the Integral website, please click the button below:
To read more about the project visit Critical Maths or contact Terry Dawson.
Using the table below MEI has tried to show how the DfE funded resources, produced as part of the project to develop the ideas expressed in Professor Sir Timothy Gowers' weblog, relate to the content of the new Core Maths qualifications.
Where the specification has a particular system for referencing the content of the course, we have used these codes to identify the statements applicable to each resource. For example "see section C3 item C3.2, S7 item S7.2", "IQRs1, and CMs6, 7, 10".
In specifications that don't use a system we have attempted to reference the statements using methods such as ; "see section 6, content under the heading probability and risk" or, "Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size" .
Some of the Critical Maths resources may provide partial coverage of the identified statement. For example consider the statement "calculating and interpreting conditional probabilities through representation using expected frequencies with contingency tables, tree diagrams and Venn diagrams", the identified Critical Maths resource covers conditional probabilities as described using tree diagrams only, further examples will be required to cover all of the statement.
AQA  City And Guilds  Eduqas  EDEXCEL  OCR  

Statistics (6990)  Algebra and Graphs (6991)  Decision (6994)  Using and Applying Maths  Maths for Work and Life  Quantitative Reasoning  Quantitative Problem Solving  
Resource Title  References refer to AQA specification sections 
References refer to C&G specification sections 
References refer to Eduqas specification sections 
References refer to Edexcel specification sections 
References refer to OCR specification sections  
Business and Risk  See section R7,8,9,10  Section 6 See content under the heading probability and risk  Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size  P7 understand and interpret risk; the probability of something happening multiplied by the resulting cost or benefit if it does; comparison of levels of risk; application of risk to reallife contexts such as finance, insurance and trading. 
CMp1, 2, 8, 9, CMe6, 7 IQRu7,u8 
IQRu7,u8  
Decisions with Risk  See section R7,8,9,10  Section 6 See content under the heading probability and risk  Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size  P7 understand and interpret risk; the probability of something happening multiplied by the resulting cost or benefit if it does; comparison of levels of risk; application of risk to reallife contexts such as finance, insurance and trading. 
IQRu7,u8 CMs2, CMp4, 7 CMe7 CMs1 
IQRu7,u8  
Fermi Estimates  See section E2  See section E2  See section E2  Section 6 See content under the heading number, ratio and proportion  Number : Working with fractions, decimals and percentages in reallife contexts  IQRe1 CMp1, 2, 3,4, 7, CMp12,13 CMe16 
IQRe1 SPSe2 

Guessing the Answers  See sections S4,R4  Section 6 See content under the heading statistics  Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size  A1 infer properties of populations or distributions from a sample, while knowing the limitations of sampling : P1 understand and demonstrate that empirical unbiased samples tend towards theoretical probability distributions, as sample size increases. 
CMs8,10, CMp7,9 
SPSs8  
Making Estimates with Limited Data  See section E2  See section E2  See section E2  Section 6 See content under the heading number, ratio and proportion  Number : Working with fractions, decimals and percentages in reallife contexts  IQRe1 CMp1, 2, 3,4, 7, CMp12,13 CMe16 
IQRe1 SPSe2 

Percentage Use and Abuse  See section F2  See section F2  See section F2  Section 6 See content under the heading Number, ratio and proportion  Number: Working with fractions, decimals and percentages in reallife contexts  IQRf5,6 CMn1, CMp8,10, 14 
IQRf5,6 SPSs11 

Product Prices  Section 6 See content under the heading number, ratio and proportion  IQRf13 CMp1, 2,6, 8,13 
IQRf13  
Representative Data  Section 6 See content under the heading statistics  Statistics : Evaluating the weaknesses, strengths and suitability of data  IQRs1 CMs6, 7, 10 
IQRs1 SPSs12,s26 

Random Controlled Trials  Section 6 See content under the heading statistics  Statistics : Evaluating the weaknesses, strengths and suitability of data  IQRs1 CMs6, 7, 10 
IQRs1 SPSs12,s26 

Regression to the Mean  Statistics : Evaluating the weaknesses, strengths and suitability of data  IQRs1 CMs5, CMp9 
IQRs1 SPSs12,s26 

Scams  See section R7,8,9,10  Section 6 See content under the heading probability and risk  Probability : Enumerating sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams 
IQRu1,u2 Cms2, CMp9, CMe7 
IQRu1,u2  
Screening  See section R5,R6  Section 6 See content under the heading probability and risk  Probability : Calculating and interpreting conditional probabilities through representation using expected frequencies with ….. tree diagrams …..  P4 calculate and interpret conditional probabilities through representation using expected frequencies with …., tree diagrams …. 
IQRu5,u6 CMu1,u2 CMs2 
IQRu5,u6  
Valid Arguments  See section C3 item C3.2, S7 item S7.2  Section 6 See content under the heading statistics  Statistics : Recognising correlation and know that it does not indicate causation.  A6 recognise correlation and know that it does not indicate causation  CMs3,s4, CMp9 
SPSs12,s25  
Voting  Topic 1.1 point 3 : Comparing models  CMp11,6,7  
How convincing  See section C3 item C3.2 and S5,S6  Section 6 See content under the heading statistics  Statistics : Evaluating the weaknesses, strengths and suitability of data  IQRs10,s16 CMs8, 9, 
IQRs10,s16 SPSs8,s12 SPSh1 