The National Curriculum for Mathematics was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988. The purpose of the National Curriculum was to standardise the content taught across schools in order to raise...

The 1989 document was replaced by a revised version, Mathematics in the National Curriculum (1991). A major aim of the revision was to make assessment more manageable, whilst keeping the content of mathematics unchanged. The revisions came into force on 1 August 1992.

The 14 Attainment Targets (ATs) were...

In 1993 Sir Ron Dearing, Chairman of the School Curriculum and Assessment Authority (SCAA), reviewed the whole national curriculum and made recommendations on slimming down the curriculum, and improving its administration. The revised curriculum which was implemented from August 1995 was not to be altered for five...

Although the Qualifications and Curriculum Authority (QCA) carried out a radical overhaul of the curriculum, the mathematical content hardly changed. Key Stages One, Two and Three had their own Programmes of Study (PoS). Key Stage Four was now divided into Foundation and Higher. The PoS set out what students should...

This booklet, from the Mathematics Centre at the University of Chichester, contains accounts of how some students aged eight and nine became involved in starting to carry out some of their own mathematical explorations. The accounts focus on the first hour or so of five...

This booklet, the Mathematics Centre at the University of Chichester, contains accounts of how some students aged nine and ten became involved in starting to carry out some of their own mathematical explorations. The accounts focus on the first hour or so of five...

This booklet, the Mathematics Centre at the University of Chichester, contains accounts of how some students aged ten and eleven became involved in starting to carry out some of their own mathematical explorations. The accounts focus on the first hour or so of five...

This resource from Ofsted, published in May 2012, is a full report and summary of the findings into the teaching of mathematics, based predominantly on evidence from inspections between January 2008 and July 2011 in maintained schools in England. Attention is drawn to serious inequalities in students’ experiences...

The National Curriculum Council (NCC) published non-statutory guidance to support the teaching of mathematics in the National Curriculum in 1989, and again in 1991, to accompany the first revision of the National Curriculum.

This resource from Ofsted is a report published in September 2008, based principally on evidence from inspections of mathematics between April 2005 and December 2007 in 192 maintained schools in England. It describes how the best teaching is enthusiastic, knowledgeable and focused clearly on developing students'...

This Eigen publications material is designed to support the teaching of early number concepts. The booklets are entirely dependent on the flapjacks which need to be made for both teacher and student use. The flapjack is a robust, simple and effective resource which students enjoy using. The booklets are entirely...

This handbook of magical mathematical tricks is intended for use in the classroom to help teach many of the basic concepts in mathematics in an engaging and entertaining way. The tricks have been mapped to topics found in Key Stage Four and are as diverse as Pythagoras' theorem, simultaneous equations, probability...

This STEM teaching resource explores a variety of magical maths activities, from multiplication tips to card tricks.

This activity supports learners to become aware of some of the mathematics they might use in their vocational specialism, reflect on their confidence level about these areas of mathematics and to make plans for developing their mathematical skills. Students fill in a Maths Matters at Work template to show...

This challenge asks teams of students to plan a major sporting event in their local area. The resource provides an opportunity for students to explore their ideas in a creative environment. Teams can define their own goals and priorities, but may want to focus on three main areas of planning an event:

•...