Mathematics and the curriculum
What is the issue?
A review of the National Curriculum began in 2010. This
resulted in a new National Curriculum being introduced in 2014.
There has also been a good deal of reform to other areas, such as
early years and pre- and post-16 qualifications.
A summary of the process can be found in a
Commons Library Standard Note.
How did ACME engage with the Review?
ACME engaged throughout the reform process by responding to consultations
and dealing directly with the Department for Education, both in
person and via correspondence.
More information on pre and post-16 qualifications is available
here. As well as engaging
with the National Curriculum review, ACME has also provided advice
on related areas here, such as baseline
assessment, performance descriptors at Key Stages 1 and 2 and
What other work
has ACME done on the mathematics curriculum?
In ACME's Mathematical Needs for
Learners project completed in 2011, ACME investigated how the
individual needs of 5-19 learners in England could best be met by a
curriculum. It recommended that relevant policy decisions should be
made according to the mathematical needs of learners.
It was also recommended that the curriculum should reflect the
interconnected nature of mathematics.
All young people should:
- become mathematically fluent
- learn to reason and solve problems within mathematics and in
- learn to value mathematics
- develop confident, positive attitudes to learning mathematics
and utilising mathematics.
ACME is clear that a national curriculum
- be designed, reviewed and refined in a gradual and coordinated
way by mathematics education experts
- support students' ability to reason mathematically and solve
- be assessed in ways that are effective and test all the aims of
- be supported by high-quality professional development and
resources to support curriculum planning and classroom
Related policy areas
ACME has developed or is in the process of developing advice on
issues related to the curriculum noted above, such
as mathematics education policy, problem solving and
reasoning, assessment of mathematics