top of page

HOW

PROCESS & SCOPE

Maths-horizons-bg.png

PROJECT PRINCIPLES

The Maths Horizons project is designed as a rapid review, allowing us to provide timely insights to inform ongoing educational policy discussions. Here's what this means in practice:

independent nature

While our work is intended to support the Government's broader curriculum review, Maths Horizons operates independently. The Chair, co-leads and members of the Executive Group will be acting in an independent capacity.

comprehensive scope

Our review covers mathematics education in England across all key stages (from age 5-18), all attainment levels, and all qualification types and pathways, including academic and technical. It will consider the full range of pathways and abilities, including for students with disabilities and special needs.

wide-ranging consultation

As well as drawing on the expertise of the Executive Group, the rapid review will seek detailed input from practitioners and other experts, including:

  • Teachers

  • Mathematicians

  • Education researchers

  • Further and higher education sectors

  • Businesses, particularly those that rely heavily on mathematics, including in AI, data science and quantum computing

systemic perspective

The rapid review will report back in Spring 2025, providing timely, relevant, and implementable recommendations to shape the future of mathematics education in England.

The Maths Horizons project employs a focused methodology designed to produce actionable recommendations for improving mathematics education in England. Our approach is characterized by:

1

Designing a list of evidence-based must-haves for any new curriculum and assessment model.

2

Building onto this a set of variables which could be combined in different ways, and using these to create a set of possible models.

3

Working with experts and practitioners from across the sector to explore the consequences and trade-offs of these models.

4

Creating a set of recommendations based on our stakeholder testing.

5

Designing a framework for implementation of our proposed model(s).

This process may or may not conclude with a recommended model. The intention is less to arrive at 'the right answer' and more to outline the options, considerations and trade-offs between choices, and to focus on how the education system might successfully implement any option.

bottom of page