The Royal Statistical SocietyThe Royal Statistical Society
Curriculum



IMPORTANT CONSULTATION:  AS/A-LEVEL MATHEMATICS SUBJECTS

During 2009, the QCDA (formerly the QCA) consulted on proposals for changes to AS/A-level mathematics subjects. This was a very important and highly controversial consultation. We encouraged all with any interest in these matters to respond.

We developed a position statement setting out the Society's views.  This is available by following this link. A transcript of our response to the consultation is available by following this link.

A parallel, and much better structured, consultation on the QCDA proposals was run by DCELLS, the corresponding body in Wales. The Society also responded to this consultation, in broadly similar terms.

A meeting was convened by QCDA on 28 July 2009 to consider the outcomes of the consultations. The Society was represented at this meeting. It was apparent that the QCDA's proposals had found little favour. The QCDA then developed alternative proposals, seeking to take account of views expressed.

These alternative proposals have not as yet (December 2009) been placed in the public domain and are therefore not exhibited on this webpage. However, QCDA convened several focus groups in the autumn of 2009 at which they were discussed. The Society was represented at some of these focus groups. It appears that the alternative proposals have also found little support. It is thought that QCDA will respond with further proposals for consultation early in 2010.

The original consultation also covered proposed development of the existing qualification in Use of Mathematics and a proposed new qualification in Use of Statistics. These proposals are covered in our position statement and response. The Society was represented at a sequence of meetings which were called to explore these further. Some attention has also been given to them in the focus group meetings.
 




The Society seeks to influence the curriculum so as to stress the importance of statistics and to endeavour to ensure that it has its proper place within the curriculum. We believe that an appropriate level of statistical literacy is an essential life skill for everyone.

As part of this work, we form part of the Council for the Mathematical Sciences. We are also formally represented on many other key bodies such as the Joint Mathematical Council. We work closely with other learned and professional societies in mathematical and science education. More widely, we are regularly invited to participate in meetings and events initiated and organised by other bodies within the more general education sector. Among these bodies and societies are the DCSF, QCDA (formerly QCA), ACME and the Royal Society.

These meetings often take the form of consultations. Alternatively, they may raise new issues, perhaps  with case studies, that can inform the development of the Society's education strategy. They may also offer the opportunity to establish new partnerships that can underpin new projects and activities. Sometimes these meetings are confidential. Where notes or formal minutes are issued which are cleared for publication, these are usually circulated to members of our Education Strategy Group or Professional Affairs Committee and to other key contacts. Please get in touch with us if you think you may be interested in receiving any such material.

Links to information about some of the key areas of our interest are set out below. Please scroll the screen as necessary.



QAA Benchmarking

The Quality Assurance Agency for Higher Education (QAA) has an on-going programme of benchmarking academic disciplines. The Society has contributed to this programme for degree courses in the area of Mathematics, Statistics and Operational Research.

See our Benchmarking page.



QAA Framework for Higher Education Qualifications (FHEQ)

The Quality Assurance Agency for Higher Education (QAA) maintains this Framework.  The Society has contributed to consultation on it.

See our FHEQ page.

[Note: a link to the Dublin Descriptors is available on the FHEQ page. These descriptors are an important statement about the general nature of degree programmes.]


 
The Bologna Process

The Bologna Process is an attempt to create a European Higher Education Area by mutual agreement by the year 2010. Over 40 European countries, including the UK, are now signatories. The Society has been working with other mathematical sciences bodies, particularly through the Council for the Mathematical Sciences, to look into the implications for higher education programmes in mathematics, statistics and related disciplines in the UK.


 
Post-14 Mathematics Inquiry, February 2004
The Society's response: Teaching statistics across the 14-19 curriculum, April 2005

The report of Professor Adrian Smith's inquiry into post-14 Mathematics, Making Maths Count, often referred to as the Smith Report, was published in February 2004. It drew attention to many serious problems in school mathematics education in the UK. The Society strongly agreed with most of the points made by it, but was very concerned about a few. It undertook substantial work of its own to investigate the situation and lay down its own position.

See our Post-14 Mathematics Inquiry page.



GCSE Mathematics

New specifications for GCSE Mathematics are being introduced for first teaching in 2010. The Society is deeply interested, both because GCSE Mathematics is a fundamentally important qualification in its own right and because of the the position of statistics within it.

See our GCSE Mathematics - new specifications from 2010 page.




In 2006, the Select Committe on Science and Technology began a short inquiry to examine science teaching in schools. The investigation followed on from previous Select Committee inquiries. In particular, the Science and Society report of February 2000, and the report Science in Schools of March 2001.

The Society presented evidence to this inquiry. The evidence highlighted the importance of statistics in the curriculum, as a vital support for scientific and other disciplines and as a key subject in its own right. The evidence further highlighted the need for good professional development of teachers, both initial and continuing.

Evidence submitted (PDF40 KB)


 
QCA futures: A Strategic Look at the Curriculum, February 2006

http://www.qca.org.uk/futures

Early in 2006, the Qualifications and Curriculum Authority (QCA) invited the Society to contribute to its "QCA Futures" programme of strategic debate and discussion on what the curriculum might look like several years into the future.

The Society eagerly took up this invitation, by preparing a paper exploring future roles for statistical learning within the National Curriculum. The paper is a major statement of the Society's beliefs about the central role of statistics in the curriculum. It gives a strategic vision of the importance of statistical understanding for all modern citizens. It emphasises that a basic understanding of statistical ideas is fundamental to understanding modern society.

The link below goes to the Society's paper.

The Society's contribution to QCA Futures (PDF 25 KB)



ACME discussion paper, autumn 2009: Towards Level 3 Mathematics in 2016

ACME, the Advisory Committee on Mathematics Education, issued this "paper to provoke discussion", looking strategically at the future of post-16 mathematics. The Society saw this as a welcome step towards the opening of a constructive and timely debate. After consideration by the Society's Education Strategy Group, a letter was sent by the President, Professor David Hand, to ACME setting out the Society's initial views and making it clear that the Society stood ready to work with ACME to take these matters forward.



International Review of Mathematics (IRM), March 2004

An international review of UK research in mathematics (including statistics) was undertaken in autumn 2003 on behalf of the Engineering and Physical Sciences Research Council (EPSRC) and the Council for the Mathematical Sciences (CMS). The review was conducted by a panel of experts of high international standing. It centred on the standing, quality and potential of mathematics research in the UK. This review was part of a series undertaken by EPSRC in collaboration with the relevant subject societies.

The final report was published in March 2004. The Society welcomed it, agreeing with its high praise for UK research in statistics, but also sharing its concerns about the renewal of the academic base. Follow-up meetings have been held between CMS representatives and the Chief Executive and other officers of EPSRC.

The next International Review of Mathematics is scheduled for 2011 (somewhat later than had originally been intended) and will be managed by EPSRC's Evaluation Team.

IRM report (PDF 256 KB)

The Society's press statement welcoming the report (PDF 90 KB)

Professor Bernard Silverman's summary of work leading up to the Review (PDF 47 KB)

Short report of EPSRC meeting after the Review (PDF 58 KB)

Statistics community proposal for action following the review (PDF 121 KB)