We have responded to two Department for Education consultations on a new Level 1 Maths qualification and Level 2 & Level 3 qualifications in Digital Systems and Data.
A call for stronger data education
In our response to the consultation on Level 2 and Level 3 qualifications in Digital Systems and Data, we raised concerns that the proposed subject content is far too heavily weighted towards digital systems, with insufficient emphasis on data skills. Statistical literacy should be central to these qualifications, underpinning students’ ability to engage critically with real-world information and make evidence-based decisions.
The proposed subject content lacks clarity on the statistical methods and concepts which students will be expected to learn. We recommended, therefore, that core ideas such as sampling, bias, uncertainty and data quality should be explicitly embedded in the course content, alongside practical analytical techniques. We believe that teaching should be structured around the investigative cycle, so that learners understand how and when to apply statistical techniques in context, reflecting how data is used in practice.
Building confidence and progression in maths
In our response to the consultation on a new Level 1 maths qualification, we expressed broad support for the proposal which aims to provide a pathway for students with a grade 2 or below at GCSE. Recognising that repeated GCSE resits often fail to deliver positive outcomes and can undermine confidence, we believe that the new qualification could provide a more effective stepping stone, strengthening the foundational skills required for onward progression.
We expressed support for a modular qualification structure, as smaller units of learning can help build confidence, improve student engagement and allow learners to track their progress more effectively. It also provides an opportunity to incorporate non-exam assessment; projects or coursework can be a valuable method for assessing the practical nature of subjects such as statistics.
Across all of the new proposed qualifications, there remain further challenges around delivery, progression and equity – issues which we highlighted in our responses. Overall, however, our responses highlight the importance of ensuring young people develop the skills to understand and work with data effectively, equipping them to succeed in further education, employment or simply everyday life in a data-driven world.
Read our full responses to the post-16 Level 1 Maths and Level 2 & 3 Digital Systems and Data consultations online.