WHY
Rationale for the Maths Horizons Project
10 years after the national curriculum was last updated, the new government has launched its much-anticipated review of curriculum and assessment in England, led by Professor Becky Francis CBE.
This review will cover all subjects and key stages, and it has been signalled that it will focus on 'evolution not revolution'. It is scheduled to report back by Autumn 2025, with any changes unlikely to be introduced until Autumn 2026 at the earliest.
The Francis Review represents a great opportunity to redouble our efforts to build a world-leading maths education system, building on the broad improvements of the past 25 years and addressing the challenges of today.
With this in mind, we are pleased to announce the Maths Horizons Project, an independent rapid review of maths curriculum and assessment in England. Our rationale for establishing the project is to provide a deep analysis of maths and related disciplines, which will contribute to wider discussions around maths curriculum and assessment reform.
We will consult widely, including primary and secondary schools, colleges, universities and businesses. We will commission new research, including polling of teachers and school leaders. We will develop case studies of how maths skills are being deployed in industry, including growth areas such as artificial intelligence and data science.
We want to bring together knowledge, insight and critique from across the education sector and beyond. As well as considering high-level principles for maths education, we will take care to focus on practical implementation, and the impact on schools and colleges of further changes. We will distil this into our analysis, which we intend to share widely.
PROJECT SCOPE
The Maths Horizons Project has an ambitious goal: we want all young people to develop excellent mathematical knowledge, to understand the role and value of maths, and to have positive and enjoyable experiences learning the subject. To this end, the project will have a wide scope, looking at several key components of maths curriculum and assessment.
01
Coverage
The project will consider all key stages from age 5-18, all attainment levels, and all qualification types and pathways, including academic and technical.
02
Evidence
The project will ground its work in the existing evidence, then layer on top of this insights from the consultation process, and new research and polling.
03
Curriculum and assessment
The project will analyse varied design options for maths curriculum and assessment, not just focus on one recommended model.
04
System
coherence
The project will apply a ‘system coherence’ lens to its work, including how curriculum and assessment impacts other areas such as teacher development and education technology.
05
Practical
focus
The analysis of different design options will include the advantages and disadvantages, possible trade offs, and implementation questions for the short- and long-term.
06
Informing the Francis Review
The project is independent of the Francis Review, but intends to inform and support it, and to contribute to wider discussions around maths curriculum and assessment reform.