Maths Memos
The implementation of the 2014 English National Curriculum
31 March 2015
by
Sue Gifford and Jennie Pennant
ACME members Sue Gifford and Jennie Pennant reflect on the mathematics
curriculum landscape as discussed in ACME's 'Maths Snapshot', 'The
maths curriculum'.
Talking to teachers, it is clear that classroom practice
is highly influenced by high stakes assessment and inspections. A
major concern with implementing the current
National Curriculum is the dislocation between the highly
laudable aims and the content, with the latter with few references
to understanding and problem solving and reasoning. This concern
has not been alleviated by the draft
performance descriptors and sample
tests. A
round table of key stakeholders
convened by ACME last year agreed that in order to achieve the new
high outcomes in classrooms it is essential that national tests and
inspections reflect curriculum aims and empower teachers to
consolidate learners' understanding. The
new curriculum recommends differentiation through problem
solving which deepens understanding, rather than acceleration to
the next level of content. However, for this to become a classroom
reality, this approach needs support from inspections, assessment
and professional development.
This approach requires not only assessment focused on
problem solving and reasoning, but high-quality curriculum
resources and professional development. What might these look like?
A current debate is whether a national text book such as they have
in Singapore would help teachers implement the curriculum. Is this
the way forward?
Teachers would certainly welcome professional development
on how to teacher to meet the higher expectations set out in the
curriculum and how to connect these with learners' current
understandings. Currently it is intended that professional
development will be provided through Maths Hubs. While there are
Maths Hubs in many parts of England, they do not have an entire
reach, something which raises the key issue of geographical equity
as discussed in ACME's
Empowering teachers: success for learners
report.
So, what should be done in the future when reforming a
curriculum? Those of us who have seen several revisions of the
National Curriculum since 1988 are convinced of the need for
long-term curriculum development. Reviews should be regular,
ongoing, informed, trialled and over a sufficient time scale, such
as every 10 years. Investment in a longer term, considered review
would also develop support for teachers in securing positive
mathematical experiences for learners.
Find out more about the mathematics curriculum in
ACME's 'The
maths curriculum' Snapshot and on
ACME's curriculum webpage. You can also
read about ACME's thoughts on professional development in
the 'Teachers
of maths: supply, training and development'
Snapshot and in ACME's 'Empowering
teachers: success for leaners'
report.