Subject leaders have the principal responsibility for Phasing the implementation of the new programme of study for mathematics in their school. The National Curriculum specifies what is to be taught. Planning using the Framework for secondary mathematics helps you interpret its intentions for the benefit of your pupils. Neither the National Curriculum nor the Framework provides a prescription or blue-print for how you should plan or teach mathematics in your school. That remains your responsibility.
As you become more familiar with the revised programmes of study for 2008, you will note that they incorporate significant continuity from their predecessors while introducing a number of important new ideas and demands, including some increased flexibility. Of course your response will be framed by the whole-school vision for phased implementation but, within that, aim to guard your good practice so that you build on what is working well and focus change on those areas likely to bring most benefit to learners.
The Secondary mathematics planning toolkit, of which this Framework is a major component, has been designed to offer guidance and resources to inform professional development activities that will help you lead the department in reviewing and refining a scheme of work. The section of this site describing the Components of a scheme of work offers similar but briefer support.
Inclusion and intervention provides a description of what is meant by an inclusive curriculum and links to resources and guidance which help to secure this provision.
The document The role of the subject leader in raising standards in mathematics (40.54 KB) describes, in overview, a subject leader's role in raising standards and also provides links to more extensive support for subject leadership, both generally and in mathematics.
The National Strategies support subject leaders via termly subject leader development meetings (SLDMs) organised by LAs. The materials for these meetings are available to download in Related links.
