[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-619517-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-619517-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","aqa-certificate-in-level-3-mathematical-studies-core-maths-case-study-4-619517","AQA Certificate in Level 3 Mathematical Studies (Core Maths) - Case Study 4","","AQA Certificate Level 3 Mathematical Studies (Core Maths) implementation at Cardinal Newman College, led by Nicola Smith, describes how the program is introduced as a new subject and promoted to recruit students. The case study explains targeting decision-making students, shifting from GCSE resits, FSMQs and A-level students without grades, and forming a first cohort of 20. It outlines timetable options, discussion-based lesson delivery, early Fermi estimation, scenario-led assessment, and strategies for sustaining engagement and confidence.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/aqa-certificate-in-level-3-mathematical-studies-core-maths-case-study-4-619517/619517/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/aqa-certificate-in-level-3-mathematical-studies-core-maths-case-study-4-619517/619517.png","ImageObject",300,407,{"name":42,"@type":43},"Noah","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does Nicola Smith promote Core Maths as early as possible?","Question",{"text":63,"@type":64},"Core Maths is a new subject, so many students initially do not understand what it involves. Promoting it early helps students learn about it before options evenings and decide with clearer expectations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the school decide which students to target for Core Maths?",{"text":68,"@type":64},"The selection focuses on students likely to need mathematics for future HE courses or careers, including those resitting GCSE or doing FSMQs and many BTEC students. A further group includes students who signed up for A-level Maths but did not achieve the required grades.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the lesson style used in Core Maths teaching?",{"text":72,"@type":64},"Lessons are mainly discussion-based rather than worksheet exercise sessions. Students are prompted to find the mathematics within real materials such as newspaper articles or videos, supported by scenario-based questions and early Fermi estimation activities.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},619517,1792525809,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":110,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","Case Study  \nSchool in focus: Cardinal Newman College, Preston  \nJob title: Assistant Head of Maths, Nicola Smith  \nTeaching the new AQA Certificate Level 3  \nin Mathematical Studies  \n(Core Maths)  \n“I’m Nicola Smith and I teach at Cardinal Newman College. I spend half my time teaching A-level Maths. I’m also taking a year group through Core Maths for the first time.  \nI spend the rest of my time working on the Core Maths Support Programme. This means I support local colleges and schools and am their point of contact if they need any help.”  \n[aqa.org.uk/core-maths](aqa.org.uk/core-maths)  \nTeaching Core Maths  \nRecruiting students  \nI think it’s really important to promote the subject as early as possible. We didn’t have the luxury of that this year as it’s a new subject, but we’ll promote it at options evenings this year. At the moment, lots of students still have no idea what Core Maths is all about.  \nWhen I started thinking about introducing Core Maths at Cardinal Newman College, we had no idea how we were going to get students onto the course. It was quite a scary prospect.  \nDecide who you want to target  \nWe knew which students were likely to choose A-level Maths and we knew which students were resitting their GCSE or doing FSMQs.  \nSo where were we going to get our Core Maths students from? We realised lots of students would need a certain level of maths skill for their future HE course or career, so we focussed on them, alongside the BTEC students.  \nThese students didn’t need to know the level of maths needed for a maths degree but they’d need to retain their GCSE Maths knowledge and develop the confidence and skills to tackle common maths tasks in the workplace.  \nWe also targeted a group of students who had signed up to do A-level Maths but hadn’t got the grades. Most had achieved a GCSE C rather thana B.  \nWhen the new GCSE grading system comes in we’ll have to think again about who qualifies for Core Maths and A-level Maths but it should be pretty similar to the current system. A few students actually dropped out of A-level Maths in favour of Core Maths.  \nMy cohort for the first year  \nWe have 20 students in our first cohort. All 20 are pleased they chose Core Maths and are continuing their studies next year.  \nWe had 10 to start with, but quickly increased our numbers through linking the benefits of Core Maths to the careers students were considering.  \nFor example, one student wanted to be a primary school teacher, so we explained how Core Maths would be beneficial. Other students were considering becoming nurses or psychologists – both of which require maths, and especially statistics.  \nThe majority of my students are on BTEC courses. The rest switched over from A-level Maths. I was a bit apprehensive as they all have different experiences and ability but it’s a really nice mix.  \nThey don’t necessarily have lots in common but that’s proved useful because there’s always someone who understands the context a little bit better than someone else and they start to share and help each other.  \nHow I’ve promoted Core Maths at other schools  \nThis year I’ve visited schools, spoken at subject information meetings and spoken to maths departments about Core Maths. This has proved really worthwhile because students have started asking about Core Maths at open evenings.  \nIt’s not too late to start going into schools if you want to target specific students or you know a certain cohort you think would enjoy Core Maths. Go and speak to them so they know about it before September.  \nAQA CERTIFICATE IN LEVEL 3 MATHEMATICAL STUDIES (CORE MATHS)– CASE STUDY 4  \nFitting Core Maths into your timetable  \nI’ve experienced Core Maths in lots of different institutions. In my institution it’s a timetabled lesson and fills one of the blocks, for 3 hours a week.  \nHowever, I know other institutions offer it as an enrichment block outside the school day. If you do this, be prepared your students may stop coming as exam time approache","cbCairEMOU556puV","https://ap.wps.com/l/cbCairEMOU556puV","pdf",482042,"English","# Case Study\n## School and role\n## Recruiting students\n## Promoting Core Maths\n## Timetabling and lesson approach\n## Initial teaching and assessment","[{\"question\":\"Why does Nicola Smith promote Core Maths as early as possible?\",\"answer\":\"Core Maths is a new subject, so many students initially do not understand what it involves. Promoting it early helps students learn about it before options evenings and decide with clearer expectations.\"},{\"question\":\"How does the school decide which students to target for Core Maths?\",\"answer\":\"The selection focuses on students likely to need mathematics for future HE courses or careers, including those resitting GCSE or doing FSMQs and many BTEC students. A further group includes students who signed up for A-level Maths but did not achieve the required grades.\"},{\"question\":\"What is the lesson style used in Core Maths teaching?\",\"answer\":\"Lessons are mainly discussion-based rather than worksheet exercise sessions. Students are prompted to find the mathematics within real materials such as newspaper articles or videos, supported by scenario-based questions and early Fermi estimation activities.\"}]","AQA Certificate in Level 3 Mathematical Studies (Core Maths) - Case Study 4 | PDF",1792463023]