Curriculum and Assessment Review - MEI’s response to the Call for Evidence November 2024 - Curriculum - Assessment - Qualifications Pathways

Sep 5, 2026

MEI’s response to the November 2024 Call for Evidence evaluates how well the current maths curriculum, assessment system, and qualification pathways support and recognise educational progress for children and young people. It argues that national curriculum maths content is broadly effective, while recommending modernisation through data and computing and targeted primary maths changes. It also highlights strengths and weaknesses in KS4 GCSE Maths assessment, discusses grade boundary implications for Core Maths, and sets out how post-16 qualifications like Core Maths, A level Maths, and Further Maths should be preserved and reformed without unintended impacts on participation.

LanguageEnglish

CategoryExam

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

General views on curriculum, assessment, and qualifications pathways

Curriculum

Assessment system

Qualification pathways

Improvements to target

Curriculum improvements

Data, technology and computing integration

Curriculum and Assessment Review MEI’s response to the Call for Evidence November 2024 General viewson curriculum, assessment, and qualifications pathways 10. What aspects of the current a) curriculum, b) assessment system and c) qualification pathways are working well to support and recognise educational progress for children and young people? We consider that national curriculum content in maths is working reasonably well and supports progression in the subject. We do not consider there is a need to change maths curriculum content significantly, but thereis scope for modernisation in relation to data and computing (see question 11) and a need for other changes, particularly in primary maths (see questions 16 and 17). If mastered, Key Stage 4 mathematics content provides a secure basis for students’varied next steps, and the breadth of post-GCSE maths qualifications serves important functions and should be preserved. Curriculum At primary level, there is evidence from Ofsted (Coordinating Mathematical Success 2023) and international tests (TIMSS) that mathematical understanding is improving. Where mastered (i.e. a deep, connected and secure understanding), the GCSE Maths Foundation tier curriculum provides an essential preparation in maths for work and life, and equips students for further studies that require the application of maths, including Core Maths. VP 22/11/2024 1 of 24 Version 1.0 Assessment system At KS4, GCSE Maths provides a good preparation for A level Maths for students who achieve at least grade 7, but there are weaknesses in GCSE Maths assessment (see question 11). Grade boundaries for Core Maths qualifications are higher than those for GCSE and A level Maths – students typically need at least 40% to receive a grade. This is a positive feature of the assessment and ensures that students have a sound understanding of course content. Qualification pathways Individuals with A level Maths earn on average 11% higher wages in their early thirties than those who take A levels without maths, regardless of the degree they study (Noyes & Adkins, 2017); Labour market returns are relatively high for STEM graduates (Social Mobility Commission, 2023: Labour market value of HE and FE qualifications); and mathematical sciences contribute substantially to the UK economy (Academy for the Mathematical Sciences, 2024: Quantifying the UK economic contribution of the mathematical sciences in 2023). More students than ever are taking A level Maths, which is a great success. It is important that changes as a result of this review sustain and build on overall numbers of students taking the qualification. Similarly, participation in Further Maths A level is increasing. Further Maths is often taken as a fourth A level and a qualification for entry to certain STEM degrees – again, it is crucial that future reform does not have an unintended consequence of putting it at risk. Core Maths qualifications are an important qualification pathway post-16. Quantitative and mathematical reasoning and use of data are increasingly important skills for citizenship, post-16 and degree study, and work and professional roles and Core Maths provides a good foundation for pathways that do not require A level Maths. 2 of 24 VP 22/11/2024 Version 1.0 11. What aspects of the current a) curriculum, b) assessment system and c) qualification pathways should be targeted for improvements to better support and recognise educational progress for children and young people? We very much welcome that this review is looking at curriculum, assessment and qualifications pathways together. We believe that for maths there are a set of issues which may require deeper consideration by a maths specialist group or organisation to get into the detail and balance differing demands. Whilst we are broadly happy with maths content at KS1-5, we consider that there are some improvements to be made, which we outline below. Curri

FAQs

What does the response say about the current maths curriculum’s effectiveness?

It states that national curriculum maths content is working reasonably well and supports progression. It does not call for major changes, but recommends modernisation linked to data and computing and additional primary maths changes.

Which improvements are suggested for the primary mathematics curriculum?

It recommends slimming down the primary curriculum to allow more time for depth and consolidation, while moving formal calculations with fractions to KS3 to reduce repetition and improve readiness for secondary study.

How should qualification pathways be protected or reformed?

The response argues that GCSE Maths content and the breadth of post-GCSE qualifications should be preserved. It also stresses that reforms should sustain participation levels in A level Maths and Further Maths, and highlights Core Maths as an important post-16 pathway.

Sep 5, 2026

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