Mathematics for all to 18
Set out below are some
of ACME's positions on pre and post16 qualifications. Further
detail can be found under specific policy pages. An update from
autumn 2016 is available
here.
Pre16 qualifications
ACME has published a range of documentation and engaged with
various stakeholders on GCSE and key stage 4 mathematics, and has
outlined positions on the aims of key stage 4 mathematics, the size
and scope of a new GCSE qualifications, as well tiering
and grading. If you want to know more about ACME's engagement,
please see here. Some of these documents are outlined in more
detail here.
Some key ACME principles on GCSE Mathematics include:
Learning should build on the range of mathematics at Key
Stages 13 developing fluency in skills and techniques, improving
mathematical reasoning and supporting the development of problem
solving skills.
Throughout Key Stage 4 students should use and enjoy mathematics
which they recognise as relevant and empowering, and should make
significant progress to be wellequipped to continue learning
mathematics post16.
Assessment at 16 should recognise mathematics knowledge, skills
and understanding of the range of young people, and should lead to
a small range of recognised and valued mathematics pathways in
post16 education, employment or training.
Post16 qualifications
In 2010, a study supported by the Nuffield Foundation,
Is the UK an Outlier?, found that in England,
Wales and Northern Ireland less than a fifth of students study any
mathematics after 16. In the same year, CBI reported on the
business priorities for numeracy and maths, highlighting the
UK's need for young people to continue mathematical education
post16.
Numerous studies have also highlighted the importance of
continuing mathematical studies when progressing to higher
education, including the HEA report on the
mathematical transitions at university.
ACME's policy work on post16 mathematics focuses on three main
groups of students. Some of this work is developed, while other
aspects are still under discussion.
Working towards GCSE Mathematics 
Taking Core Maths 
Taking AS/ A level Mathematics and Further
Mathematics 
ACME is considering whether an
alternative level 2 qualification would better meet the needs
of those who reach 16 without GCSE Mathematics and who must work
towards a GCSE Mathematics qualification.

ACME was a key player in calling for a new post16 mathematics
for those students who attained at least a grade C at GCSE but who
did not choose to take AS/ A level Mathematics. The Core Maths
qualifications were announced in 2014.

ACME has provided advice throughout the recent reform of AS/ A
levels, and strongly argued for the delay of their introduction
until 2017.

If you would like a complete list of ACME publications on post16
mathematics, please see here.