Abstract

This research project investigates how students view maths in relation to their educational progression during a period of curriculum reform in Further, Adult and Vocational Education (FAVE).

Since 2014 students have been subject to a “condition of funding” (Wolf, 2011) which requires every learner under 19 to continue to study GCSE maths and English until they achieve a grade 4 or above. In September 2020, Technical Levels (T-Levels), were introduced to replace current Level 3 vocational qualifications at FAVE institutions. These new courses are intended to be more rigorous to improve the perception of the value of vocational education. T-Levels came with a requirement of a minimum standard for English and maths to achieve full certification (gov.uk, 2020).

Prior to the implementation of T-Levels, colleges were asked to design “Transition” programmes to help learners achieve the minimum maths and English standards before embarking on a T-Level. The institution involved in this research created bespoke Transition Programmes with supplementary, contextualised maths and English lessons. These Programmes were established as pre-requisites for all students wishing to undertake T-Levels.
However, a year after T-Level implementation, the minimum standards for maths and English were removed in response to concerns that they were impacting on T-Level enrolment (Department for Education, 2021).

This small-scale research project follows approximately 40 students enrolled onto maths “Transition” Programmes at a large FAVE institution. The project uses focus groups, interviews, and reflective observations to gain their perspective on policy change and resultant curriculum reform. The project aims to determine whether mandating the study of maths has an influence on motivation and engagement and will also assess student perception of the importance of maths to their future careers.