CORE MATERIAL AT A-LEVEL

As mentioned in Section 8, it had become increasingly clear over the past 20 years that mathematics A-levels were comparatively too hard. Some relaxation was needed --- both in the way grades were awarded, and in the demands made on candidates. A number of projects and examination boards therefore sought to devise new A-level courses which were more accessible to students at the outset, more successful in retaining those who started the course, and more effective in rewarding students for what they achieved. (For example, the Mathematics in Education and Industry project, the Nuffield project, and the School Mathematics Project 16--19 group have all developed distinctive courses of this kind.) Regrettably, in the absence of any centrally coordinated response to the problem, each of these groups acted unilaterally.

The situation was exacerbated by the revised compulsory A-level core produced by SEAC/SCAA which appears to attempt more to accommodate diverse types of courses than to provide the predictable base needed by end-users. As will be seen from Appendix B, the amount of material that is now common to all the boards has been reduced to the point where those in higher education can infer relatively little from the fact that a student has a `mathematics' A-level. The kind of differences revealed in that table not only make life very difficult for those in higher education, but (as far as one can tell) bring no obvious benefits to schools and colleges. We recognise the need for a mechanism which allows significant curriculum development to take place, but see no value in diversity for its own sake.

Mathematics A-level has a broader function in 1995 than it did in, say, 1980. Rather than hark back to the past, one has to ask whether the current A-level structure is meeting the challenges of today. As is clear from the thrust of this report, changes are certainly needed. But before launching into further `reforms', we must answer some serious questions.

• To what extent are mathematics A-level courses hamstrung by weaknesses and omissions in the mathematical attainment students bring with them at 16+?
• How can mathematics A-level be modified (to make it more accessible to students at 16+) without making the transition at 18+ more traumatic than it is at present?
• Is the current A-level content sufficiently focused to provide a useful foundation for further studies?
• Are our current expectations and standards at GCSE and at A-level appropriate for a modern economy?

Any informed response to such questions must draw on the knowledge and experience of those in higher education, and on their understanding of what mathematics is fundamental for subsequent progress.

There is a clear need for greater awareness on the part of the Schools Curriculum and Assessment Authority of the mathematics which will be used in employment and in higher education. It is vital that the Authority involves bodies representative of higher education, and of employers of mathematicians, scientists and engineers, in decision-making processes in a direct and consistent fashion. Concerted action is needed to implement an effective A-level structure and usable cores appropriate to the particular needs of A-level mathematics students.