Morning, Monday, 13th July 2026
Online
This conference will examine priorities for the maths curriculum at KS3 and KS4 and its teaching in England.
It will take place with the Government expected to consult on the new national curriculum in maths, and will be an opportunity for delegates to discuss the direction of assessment, classroom practice, and accountability, alongside addressing key concerns such as curriculum overload, assessment pressure and reducing attainment gaps - ahead of the expected publication of the new curriculum in spring 2027.
The agenda considers priorities for the development of a knowledge-rich, sequenced secondary maths curriculum, and how this should sit alongside changes to assessment models, including proposed Year 8 diagnostic checks, and the positioning of financial literacy and functional numeracy, as well as implications for learners retaking GCSE maths or progressing through alternative pathways.
Options for integrating digital skills, AI literacy and cross-subject numeracy expectations within a revised secondary curriculum model will also be considered.
Curriculum development, sequencing & mastery
Practical priorities for developing a coherent, knowledge-rich secondary curriculum will be considered, in the context of the forthcoming consultation and longer-term implementation planning towards first teaching expected in September 2028, including maintaining mastery approaches in early secondary phases without narrowing curriculum breadth.
Sessions will examine ways to support the transition from primary into KS3, integration of diagnostic assessment and catch-up programmes, as well as how GCSE pathway design can best reflect core mathematical skills and broader functional competencies, and how schools can ensure consistent curriculum delivery across trusts, regions, and local areas.
Assessment, inclusion, access & progression
The conference will look at what will be required in practice to deliver curriculum and assessment reform equitably. Options for improving access to maths assessment for pupils with SEND will be discussed, as well as looking at targeted initiatives and extracurricular opportunities to close attainment gaps and support disadvantaged learners, with further discussion on the role of parents, community engagement, and collaborative networks in inclusive maths provision.
Attendees will assess the design, purpose, and implementation of Year 8 diagnostics and their role in addressing gaps in understanding ahead of KS4, with consideration on expectations for reformed GCSEs with first teaching expected in September 2029, and the integration of functional skills, and digital literacy into assessment models.
Teacher development & workforce priorities
Sessions will examine the supply of specialist maths teachers in secondary schools, ways to strengthen subject expertise, and approaches to improving the quality of ITT. Delegates will assess the impact of mentoring, Early Career Framework support, time-protected CPD, the role of Maths Hubs and national programmes, alongside practical strategies to reduce workload while supporting autonomy in curriculum delivery - drawing on approaches to moderation and peer review of subject judgements.
The agenda considers priorities for regional workforce planning, and the role of digital tools, curriculum resources, and RISE teams in assisting teaching in secondary maths classrooms.
Inspection, accountability & system-level oversight
Implications of wider accountability reform for curriculum delivery, teaching, and learner outcomes will be explored - particularly with the removal of the English Baccalaureate, the Government consulting on Progress 8 options to give greater weight to creative subjects and an additional accountability measure of progression from Year 7-11, and Ofsted’s shift to multi-area reports.
Discussion will consider the role of accountability measures in shaping curriculum and qualification decisions in secondary schools, and options for alternative approaches to better recognise sustained progress and understanding over time.
Sessions will also consider how parents, trusts, and inspectors interpret data dashboards, benchmarking tools, and contextual indicators, and how these frameworks can support fair and consistent assessment, and effective school improvement with sustained improvement in students’ understanding.
Digital tools
There will be further discussion on priorities for innovation, considering approaches for the use of digital and adaptive tools in supporting classroom practice, inclusive teaching for pupils with special needs and disabilities, cross-curricular numeracy development, as well as real-time tracking of pupil progress.
Attendees will examine the potential role of adaptive assessment - in light of Ofqual’s on-screen assessment consultation - and its impact on accessibility and efficiency. Ways forward for AI-assisted marking will also be explored, looking at its potential for supporting feedback and efficiency, alongside consideration of implications for integrity, data governance and implementation in schools, including readiness of school infrastructure, teacher confidence in using digital tools, and safeguarding considerations.
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates.
