Charlie Stripp and Emma Bell explore how curriculum and assessment reform could transform the maths experience of post-16 learners ...

Charlie Stripp and Carol Knights suggest ways in which the curriculum and assessment of secondary mathematics might be ...

Charlie Stripp and Carol Knights continue their two-part discussion with a focus on how secondary maths assessment could be improved ...

In November's Primary Round-up, find out what it’s like to lead a school on the teaching for mastery journey and achieve Ofsted success. Also this month: ...

Charlie Stripp and Carol Knights continue their two-part discussion with a focus on how secondary maths assessment could be improved In this two-part blog post with Carol Knights, the NCETM’s Director ...

In this episode, we talk to Liz Woodham, Primary Coordinator at NRICH, about the Problem-solving Schools initiative and its aims to support the development of reasoning and problem-solving skills for ...

"One of the main criteria for successful PD is that it stimulates new thinking – this certainly did that for me. Very thought provoking and inspiring." NCETM Professional Development Lead ...

The cardinal value of a number refers to the quantity of things it represents, e.g. the numerosity, ‘howmanyness’, or ‘threeness’ of three. When children understand the cardinality of numbers, they ...

The first document below breaks the entire core concept down into smaller ‘key ideas’, and also identifies the prior learning from KS2 necessary for students to make progress within this KS3 area of ...

What is your email address? (So we can contact you about your feedback if appropriate.) The NCETM is led and delivered by Etio (formerly Tribal Education Services), with MEI as a key partner. Learn ...