WEBVTT 00:00:00.000 --> 00:00:08.840 And finally let me introduce myself. I am Bene't Steinberg, the Group Director of Public Affairs at Cambridge Assessment and I will be the overall chair for the event today. 00:00:09.400 --> 00:00:18.220 So I'm delighted to welcome you here today on what is an extremely cold day. I'm hoping heat will be generated by this debate but preferably light as well. 00:00:18.220 --> 00:00:25.420 established over 150 years ago Cambridge assessment operates and manages the university's three exam 00:00:25.420 --> 00:00:30.800 boards and carries out leading-edge academic and operational research on assessment in education 00:00:30.800 --> 00:00:35.700 we are a not-for-profit organization developing and delivering educational assessment 00:00:35.700 --> 00:00:42.480 to eight million candidates in 170 countries every year through our three exam boards OCR 00:00:42.480 --> 00:00:46.760 Cambridge International Examinations and Cambridge English Language Assessment 00:00:46.760 --> 00:00:53.760 And as experts in assessment, we believe it's our duty to provide a forum to debate key educational issues 00:00:53.760 --> 00:00:57.760 because assessment is part of the whole learning process. 00:00:57.760 --> 00:01:13.209 As an independent voice we look at what works and therefore try and balance the needs of the individual the economy and society At Cambridge our vision for maths qualifications for England is to develop a curriculum and assessment model 00:01:13.209 --> 00:01:16.229 that emphasises the richness and power of mathematics, 00:01:17.009 --> 00:01:20.029 is comparable in intellectual rigour to the best in the world 00:01:20.029 --> 00:01:23.489 and encourages the continued study of the subject. 00:01:24.349 --> 00:01:28.229 And to that end, today we'll be debating whether the right kind of maths, 00:01:28.629 --> 00:01:30.049 and that's in inverted commas obviously, 00:01:30.049 --> 00:01:32.129 is being taught in schools today. 00:01:33.029 --> 00:01:37.929 We can't escape the fact that math skills are not only core to our understanding of other subjects, 00:01:38.289 --> 00:01:40.589 but integral to the vitality of a modern economy. 00:01:41.129 --> 00:01:45.689 But we think a sensible debate is needed now to help construct a better curriculum. 00:01:46.729 --> 00:01:48.989 The three main areas we'll explore today. 00:01:49.889 --> 00:01:55.829 The first will be on numeracy, arithmetic, maths, at what age and at what stage. 00:01:56.569 --> 00:02:00.569 Then we'll go on to talk about how to make maths relevant. 00:02:00.569 --> 00:02:04.529 and then finally whether technology is changing maths for the better. 00:02:05.789 --> 00:02:27.299 Now interestingly a recent government funded study carried out by the Institute for Fiscal Studies claimed that maths skills developed during primary school continue to matter for earnings 20 and 30 years down the line Schools Minister Liz Truss said that the study demonstrated why mastering the basics in maths at primary school is so important 00:02:27.999 --> 00:02:29.219 And she went on to say, 00:02:29.219 --> 00:02:31.919 the demand for mathematics is growing rapidly. 00:02:32.459 --> 00:02:33.979 It is now the most popular A-level. 00:02:34.519 --> 00:02:37.899 It has the highest earnings premium at both A-level and degree. 00:02:39.119 --> 00:02:43.399 Courses in history and biology that would not previously have had any need for quantitative skills 00:02:43.399 --> 00:02:46.479 now want people who understand statistics and methods. 00:02:47.399 --> 00:02:50.119 We had invited the Minister to join us at our event today 00:02:50.119 --> 00:02:53.639 and unfortunately, due to other diary commitments, she was unable to come. 00:02:53.639 --> 00:02:57.019 But she hopes that such a worthwhile event is a success. 00:02:57.359 --> 00:02:58.999 So I hope we're going to make that come true. 00:02:59.219 --> 00:03:02.259 So, in short, and within three hours, 00:03:02.259 --> 00:03:08.099 we want to explore how we can ensure students get a proper maths education at the right age. 00:03:08.099 --> 00:03:10.499 So, some ground rules. 00:03:10.499 --> 00:03:14.559 Firstly, this is a seminar, not a Q&A, a question and answer session. 00:03:14.559 --> 00:03:17.939 If you want to pick up on a point made by somebody else, please do so. 00:03:17.939 --> 00:03:32.668 If you want to make a statement not ask a question also please do so All I ask is you do it through the chair me and you make your points as concisely as this complex issue allows And I will cut people off if I think 00:03:32.668 --> 00:03:38.188 they've made their point already. Secondly, you'll note that we are filming the discussion and 00:03:38.188 --> 00:03:43.728 broadcasting it on the web live. For the benefit of that much wider audience that couldn't make it 00:03:43.728 --> 00:03:49.968 here today. Please ignore the cameras but please make sure if asked to speak you wait for a 00:03:49.968 --> 00:03:55.368 microphone to arrive in front of you and that you stand up so the cameras can see you and also give 00:03:55.368 --> 00:04:01.228 us your name and the name of your institution. Thirdly I'd like to encourage you to submit 00:04:01.228 --> 00:04:05.548 questions and comments using the question sheet that can be found in your delegate packs 00:04:05.548 --> 00:04:11.308 and pass your question sheets along to any of our team but particularly to James who'll be 00:04:11.308 --> 00:04:17.488 stationed outside the door to the auditorium as you make your way back here after the short 00:04:17.488 --> 00:04:22.168 coffee break. And of course those of you joining us from home can submit questions and comments at 00:04:22.168 --> 00:04:28.088 any time using the online system. So we're going to start the day with a short film that gets into 00:04:28.088 --> 00:04:30.588 the classroom and talks to some practitioners.