Foundation Vs Higher GCSE: Addressing the Need for Reform

Navigating the GCSE Math Dilemma for Dyscalculic Students

I’m conflicted. As a teacher, I want my dyscalculic students to pass their GCSE maths exam. Of course, I do. Without it, they’re stuck in a frustrating cycle of retakes, which chips away at their self-esteem and limits their career prospects. But there’s more to this than just the exam. I also want them to gain maths skills that matter in everyday life—skills that will help them budget, calculate discounts, and understand percentages. And if full functional numeracy isn’t realistic, I want them to get as close to it as possible.

You might be wondering: Why does this feel like a choice? Shouldn’t passing the GCSE and developing functional numeracy go hand in hand? Ideally, yes. But in practice, it’s not always so simple.

The "Higher Paper" Strategy: A Double-Edged Sword

Here’s the issue. Some dyscalculic students—those who struggle with basic concepts like fractions, decimals, and percentages—are being entered for the Higher tier GCSE maths paper. Why? Because of a glitch in the system.

At first glance, this seems counterintuitive. But for some students, their reasoning abilities can offset their weaker foundational skills. Dyscalculic students can have relative strengths in specific areas of maths, like algebra or geometry. A student might, for instance, solve a quadratic equation correctly but be utterly lost when asked to calculate 15% of £200.

From a school's strategic standpoint, this approach might seem like a win. Last year, on the Edexcel papers, a grade 4 (a standard pass) on the Higher tier required just 18%—a far cry from the 60% needed on the Foundation paper for the same grade. Schools might reason that entering a student for Higher tier gives them a better shot at passing.

Passing Without Proficiency

The problem with this approach is twofold.

First, passing the Higher paper doesn’t necessarily equate to functional numeracy. A student might scrape by on the strength of a few correctly answered algebra or graphing questions but still lack the practical skills they’ll need in everyday life. Budgeting, calculating change, or working out how much a 25%-off sale saves them—these tasks remain beyond their grasp.

Second, the experience itself can be damaging. Imagine being a student who consistently scores around 18% on practice exams. It’s demoralising, plain and simple. For one of my students, this strategy has heightened her math anxiety, not alleviated it. Worse, because the focus in class is on Higher tier content, the basics—those essential building blocks of functional numeracy—aren’t being taught.

The Real-World Cost of a Flawed System

This raises a critical question: What are we prioritizing as educators? Is the goal simply to secure a pass, regardless of what that pass represents? Or should we be more concerned with equipping students with the skills they need for life beyond school?

In my experience as a teacher of dyscalculic students, students placed on the Higher tier can miss out on the latter. They may leave school with a pass, but without the confidence or capability to navigate everyday mathematical challenges. It’s a hollow victory. I recently assessed an 18-year-old student who had achieved a respectable Grade 6 . On paper, this seemed like a success, yet her struggles with functional numeracy were deeply impacting her daily life. She frequently found herself getting into trouble over seemingly simple tasks: disagreements with friends about splitting a bill at a restaurant, being late to appointments because she couldn’t calculate the time she needed to leave, and consistently overspending her budget. These challenges highlight the disconnect between academic achievement in maths and practical numerical skills, raising important questions about how we support students with dyscalculia and similar difficulties beyond the classroom.

What Do I Want for My Students?

I want more. I want my dyscalculic students to walk away from their maths education feeling capable, not defeated.

Passing a GCSE matters, yes. It opens doors that might otherwise remain closed. But so does functional numeracy. And the two aren’t mutually exclusive—they shouldn’t be.

A Call to Action

As educators, parents, and policymakers, we need to rethink what success looks like for students with learning differences. It’s not just about ticking the box on an exam. It’s about ensuring that every student, regardless of their struggles, leaves school with the tools they need to thrive.

For my dyscalculic students, that means balancing the push for a GCSE pass with the equally vital goal of functional numeracy. It’s not an either-or decision.

Because at the end of the day, I don’t just want my students to pass their exams. I want a meaningful maths curriculum that allows them to believe in themselves and their ability to navigate the world.

Please share this blog, if you share my concerns - the only way we can make a difference is if we get heard by the policymakers - in particular the members of the curriculum assessment and review panel.

#dyscalculia #mathsdifficulties #gcsemaths