Reflecting on the proposed new Level 1 maths qualifications for 16 to 19-year-olds

The Department for Education has consulted on proposed new Level 1 mathematics qualifications for 16 to 19-year-olds. In this blog post, Emma Bell, Director for Post-16 GCSE/FSQ at the NCETM, reflects on the principles set out in the NCETM's consultation response and considers how these proposals could support secure understanding, confidence and progression for post-16 students.

Reflecting on the Level 1 qualification consultation

The Department for Education recently consulted on proposed new 16–19 Level 1 English and maths qualifications. The proposals sit within the wider 16–19 English and maths policy landscape, where students who have not yet achieved GCSE grade 4 or a Level 2 pass are required to continue studying English and maths as part of their study programme. The proposed qualifications would provide a more specific route for students with GCSE grade 2 or below, helping them strengthen foundational knowledge before progressing to GCSE or other Level 2 study.

The NCETM welcomed this focus on strengthening progression. In its response to the consultation, the NCETM also highlighted a set of principles that will be important if these qualifications are to improve outcomes for students.

Moving beyond repeated resits

For many learners, the current approach has not worked well. Students with gaps in understanding or low confidence have often been entered for repeated GCSE resits before they have secured the necessary foundations. 

The NCETM considers that the proposed Level 1 qualification creates an opportunity to take a different approach: a more suitable route that gives students time to rebuild confidence and develop secure understanding before progressing further.

For this to happen, the qualification needs to support students to build and connect their understanding over time, rather than simply revisiting previous approaches.

Focusing on what matters

A key theme in the NCETM response was the importance of focusing on the maths that underpins future success, including number and proportional reasoning. The NCETM emphasised that securing understanding in these areas is more important than trying to cover a wide range of content. Students need time to revisit ideas, make connections and develop confidence.

This reflects principles associated with teaching for mastery, where coherence and connectedness support secure learning over time. Maths should be experienced as a connected discipline, rather than a series of separate topics. Seeing the relationships between ideas helps students develop deeper understanding and apply their knowledge in unfamiliar contexts.

Maintaining coherence in structure

The consultation considered whether a modular approach could support motivation and progression.

The NCETM recognised that this approach could help students to see and experience progress more clearly. For students who have experienced repeated difficulty, this could be important in supporting engagement and confidence.

At the same time, the NCETM highlighted the importance of coherence. If modules are not designed and taught as part of a connected structure, learning could become fragmented and fail to support secure understanding.

The focus therefore needs to remain on how learning is sequenced and connected across the programme, rather than on structure alone.

Responding to a diverse cohort

The cohort for these qualifications is diverse. Students have different experiences of maths and different levels of confidence. Many have persistent gaps in foundational knowledge. Others may have developed a negative view of maths linked to earlier experiences in school. 

The NCETM therefore emphasised the need for flexibility. Students will need opportunities to revisit content, strengthen understanding and progress at different rates where necessary.

Recognising progress

The consultation proposed a grading standard aligned broadly to a strong GCSE grade 3.

The NCETM supported this as a useful point of progression. At the same time, it highlighted the importance of recognising achievement below this level.  For many students, progress will be gradual. Recognising this progress clearly can support motivation and help students see the value of their learning.

Ensuring the qualification has value

The NCETM emphasised that the qualification needs to have value in its own right. For some students, this may be their highest mathematics qualification. It should therefore show clearly what students know, understand and can apply. It should also support progression into further learning, employment and everyday life.

The consultation also recognised the importance of ensuring that employers, parents and providers understand and value the qualification. Clear communication of its purpose and outcomes will be important in building confidence across the system.

Supporting teaching

Effective implementation will depend on how the qualification is taught in practice.

The NCETM highlighted the importance of a coherent curriculum, supported by sustained professional development.

Evidence from national programmes, such as the FE Mastery Specialist Programme, has shown that collaboration and professional learning play an important role in helping teachers develop approaches that prioritise understanding and coherence.

Looking ahead

With the consultation now closed, attention turns to the next stage of development.

The NCETM believes that these proposals represent a significant opportunity to improve post-16 students’ experience of maths. If designed well, the qualification could support students to build confidence, develop secure understanding and make meaningful progress.

The detail of the design will be critical. The qualification will need to offer a connected and purposeful experience of mathematics that helps students move forward with confidence.