Reimagining Maths
Why is maths important?
For work
Maths is essential in supporting future employment as it teaches fundamental skills, knowledge and ways of working that are essential for jobs - today and in the future.
The latest data from Faethm indicates that most jobs will require elements of data science. This not only impacts “traditional maths jobs” but all jobs as they will require a certain level of engagement in data.
For life
Maths is a big part of our daily life, whilst household budgeting, planning travel, adapting recipes when cooking and shopping. These skills are vital for living independently and navigating everyday tasks. Alongside this is an increasing demand for maths skills to engage in current and emerging technology such as algorithmic thinking when using AI or data literacy when interpreting statistics that guide essential decision making, from politics to investment decisions.
Reimagining maths together
Thousands of post-16 learners are caught in a cycle of resit failure and fatigue for GCSE English and maths, chasing a Grade 4 that is supposed to signal the level of English language and mathematical skills they need to be successful in future study or the workplace. Hep us with the Resit Rethinkto drive tangible change and make a difference now, for impact into the future.
Between December 2024 and March 2025, 438 teachers (teaching any of the main UK exam boards) responded to our survey, giving us feedback on the current A level Mathematics specification, assessment and support available. The survey highlighted the following areas for focus:
Increase meaningful opportunities to use technology in assessments
Only 52% of respondents rated opportunities to use technology positively within A level Mathematics assessments, with 47% either neutral or negative, indicating a need to better integrate calculators and computer software into A level Mathematics assessments.
Address concerns around resit flexibility in the linear model
While 77% of respondents are supportive or neutral toward the linear assessment model, a significant 74% view the lack of opportunity to re-sit individual papers negatively, suggesting a need for greater flexibility within the existing structure.
Changes to the large data set
186 respondents gave suggestions for changes they would like to see to the Statistics content, 88% stated that they would like to see changes made to the large data set. Among these comments, 84% suggest removing it entirely with 14% suggesting substantial changes.
We would love your support to help shape the future of the A level Mathematics curriculum, to best suit both learners and teachers. If you would like to take part in our A level research, please complete this and we’ll be in touch!
Have your say on the future of maths
We are continuing to work closely with teachers, students and maths experts to help reimagine maths and create a curriculum that supports all students. Sign up to be part of our conversations, have the chance to join our events and also keep up to date with the latest news and results.
Learn more on...
Our Post 16 vision
We're calling for a rethink of how post-16 English and maths students achieve success, ending the requirement to re-sit exactly the same content studied at school. Our workable, well-supported short, medium and long-term changes can start making a difference from day one and build towards the greater reform that we, and the wider education community, know is needed.
Curriculum and Assessment Review
We’re pleased to have contributed to the Government’s call for evidence as part of the Curriculum and Assessment Review. Joining the voices of other sector experts, educators, parents/carers and learners, we've shared our research, experience and recommendations with the panel.