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It addresses gaps in real-life numeracy skills despite participation in maths qualifications, highlighting misalignment between academic attainment and practical confidence. Student voice research identifies motivations and concerns around independence, consequences such as debt, and prior exposure. The proposed on-demand assessment uses familiar financial contexts and provides pass/fail feedback to support improvement alongside GCSE Maths.","AQA submission  \nNumeracy for Life Committee Inquiry  \nExecutive summary  \nAQA is an independent education charity, providing high quality assessments that are fair, reliable and support students. Today, we're the largest provider of academic qualifications taught in schools and colleges. We set and mark exam papers for over half of all GCSEs and A-levels taken every year. But exams are only part of the story – we also make sure the content of our qualifications support great teaching. Our qualifications are designed to suit a range of abilities and include GCSEs, AS and A-levels, the Extended Project Qualification and Technical Awards. Our qualifications are internationally recognised and taught in more than 40 countries around the world and they're highly valued by employers and universities.  \nAQA is also developing a new digital numeracy qualification for 14–19-year-olds that combines teaching and learning with an on-demand assessment that can be taken when students are ready. The assessment is designed to sit alongside GCSE Maths and to recognise practical competence in ‘real life’ numeracy, using familiar contexts such as understanding a monthly payslip, how credit cards work, and the numeracy involved in starting a business. Students are not graded; instead, the assessment operates like a driving test, providing a clear pass/fail outcome and feedback to support improvement.  \nSummary of submission  \n• Many young people leave education without the numeracy skills and confidence needed for everyday life, despite high participation in maths qualifications.  \n• The current system is weighted towards academic mathematics and exam performance, which sometimes does not work for learners and can contribute towards disengagement.  \n• Student voice shows a clear demand for applied, real-world numeracy, particularly in areas such as financial decision-making, data interpretation and understanding risk.  \n• To improve numeracy, there needs to be a more flexible approach, including greater emphasis on applied numeracy and assessment models that recognise practical competence alongside traditional qualifications.  \n• AQA is developing a digital numeracy qualification which responds directly to these needs, supporting learners to develop practical numeracy while keeping GCSE Maths as a distinct and valuable academic route.  \nQuestion 3. What are the essential numeracy skills and knowledge needed throughout life?  \nAQA conducted research to capture student voice (October 2024) on numeracy skills. This consisted of focus groups and interviews with 39 students aged 14-19 across 7 different educational settings.  \nStudents were asked questions about what they felt they needed to learn to be numerate after they finish school.  \nThemes in students’ motivation were grouped into three categories:  \n1. Gaining independence and growing wealth;  \n2. Fear of consequences e.g. getting into debt;  \n3. Previous experience/exposure.  \nThe topics that students were most engaged with related to money and managing this independently, such as credit cards, debt and interest. Students wanted to know their possible paths to independence such as budgeting, saving for big purchases and different types of bank accounts and financial products.  \nStudents were asked where they get information in relation to numeracy and finances. AI and social media sites, such as TikTok, were trusted by some students, while others said they would use it, but only for low stakes advice. Students raised the cost-of-living crisis and feelings that money was of the utmost importance.  \nAQA also conducted research to capture student voice, gaining insight from student groups in alternative provisions and further education settings. Some of our key findings showed:  \n• Students’ attitudes towards maths were mixed. They were confident in everyday numeracy but reported low attainment in maths at school.  \n• Students would welcome a qualification that is flexible, on-demand and modular","cbCaii6WOBLl5ew6","https://ap.wps.com/l/cbCaii6WOBLl5ew6","pdf",116583,1,3,"English","en",105,"# Executive summary\n## Summary of submission\n# Question 3. What are the essential numeracy skills and knowledge needed throughout life?\n## Student voice research (October 2024)\n## Motivations and engaged topics\n# Question 8. How effective is the maths education system in providing students with numeracy skills?\n## Key barriers and proposed direction","[{\"question\":\"Why does AQA propose a new numeracy qualification for 14–19-year-olds?\",\"answer\":\"Many young people leave education without adequate numeracy skills and confidence for everyday life, even though they participate in maths qualifications. The current system emphasises academic mathematics and exam performance, which may not translate into real-world competence.\"},{\"question\":\"How is the proposed digital numeracy assessment designed to work?\",\"answer\":\"The assessment is digital and on-demand, taken when students are ready. It sits alongside GCSE Maths, recognises practical competence in real-life numeracy, and delivers a clear pass/fail outcome with feedback for improvement.\"},{\"question\":\"What research did AQA use to understand students’ numeracy needs?\",\"answer\":\"AQA conducted research to capture student voice in October 2024 using focus groups and interviews with 39 students aged 14–19 across seven educational settings. Students discussed what they need to learn to be numerate after finishing school and where they get information about numeracy and finances.\"}]","Numeracy for Life Committee Inquiry - Executive summary and submission | PDF",1788600737,8,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":84,"head_meta":86,"extra_data":88,"updated_unix":28},"numeracy-for-life-committee-inquiry-executive-summary-and-submission","",{"@graph":36,"@context":83},[37,52,66],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,50],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":21},"https://docshare.wps.com/document/exam/",{"item":51,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/numeracy-for-life-committee-inquiry-executive-summary-and-submission/207718/",{"url":51,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"inLanguage":23,"description":14,"dateModified":60,"datePublished":60,"encodingFormat":59,"isAccessibleForFree":61,"interactionStatistic":62},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":41,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":63,"interactionType":64,"userInteractionCount":4},"InteractionCounter",{"@type":65},"ViewAction",{"@type":67,"mainEntity":68},"FAQPage",[69,75,79],{"name":70,"@type":71,"acceptedAnswer":72},"Why does AQA propose a new numeracy qualification for 14–19-year-olds?","Question",{"text":73,"@type":74},"Many young people leave education without adequate numeracy skills and confidence for everyday life, even though they participate in maths qualifications. The current system emphasises academic mathematics and exam performance, which may not translate into real-world competence.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"How is the proposed digital numeracy assessment designed to work?",{"text":78,"@type":74},"The assessment is digital and on-demand, taken when students are ready. It sits alongside GCSE Maths, recognises practical competence in real-life numeracy, and delivers a clear pass/fail outcome with feedback for improvement.",{"name":80,"@type":71,"acceptedAnswer":81},"What research did AQA use to understand students’ numeracy needs?",{"text":82,"@type":74},"AQA conducted research to capture student voice in October 2024 using focus groups and interviews with 39 students aged 14–19 across seven educational settings. 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