Analysing the Impact of Specification Changes on GCSE Mathematics: A Multi-Layered Curriculum Framework Approach

Abstract

This paper examines the cascading impact of governmental changes to the GCSE Mathematics specification in England, drawing upon Remillard and Heck's (2014) multi-layered curriculum framework as the primary analytical lens. The analysis traces how policy-level modifications traverse multiple layers of the curriculum system — from official aims and objectives, through consequential assessments and designated curricula, to the operational realities of teacher planning, classroom enactment, and student outcomes.