Professional Development

The Core Maths Support Programme is totally committed to continuing Professional Development for all teachers involved with Core Maths. The following documents provide details of professional development opportunities specific to Core Maths:


Using tried and tested international techniques, Lesson Study aims to develop the practice of all Core Maths teachers. Based on the principle that teachers learn best from and improve their practice by seeing other teachers teach, key actions have been put in a process designed to maximise development and results.

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Courses for serving teachers have been developed to increase the number of mathematics teachers and improve their skills. Key objectives of the course are to:

  • develop teachers’ confidence with relevant higher-level GCSE materials and Level 2 content;
  • inspire and enthuse teachers;
  • provide motivating introductory activities, tasks and presentations for teaching mathematics at both GCSE level and Core Maths.

The Subject Knowledge component of these SKE courses is freely available to any teachers in Early Adopter Teaching Projects (ETPs).


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Two modules are available which together can count as 60 credits towards the 180 needed for a Masters level qualification.  The two modules  focus on problem solving and use lesson study principles to promote innovative and reflective practice of direct relevance to the teaching of Core Maths:

  • Teaching Mathematics through Problem Solving (30 credits)
  • Teaching Mathematics for Understanding (30 credits)

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CORE MATHS TRAINING PROGRAMME (The Education and Training Foundation)

Free six-day course for current and aspiring Core Maths teachers.

All spaces have now been filled for the next programme. Please visit to add your name to the waiting list if further places become available.



The first section of this review focuses on the wider context of STEM participation as post-16 mathematics is frequently a pre-requisite for university entrance to STEM subjects or provides an alternative ‘science option’ for some STEM subjects requiring science A-levels, for instance medicine.  This is important since gender is a factor in aspirations to study STEM, with potential impact on aspirations to study mathematics. Section two considers research on girls’ experiences of mathematics teaching as a separate factor in their under-participation in post-16 mathematics, and section three reviews research on perceptions, attitudes and confidence. I have included key findings/ideas but please note that much research is omitted and many issues are over-simplified.

Author - Yvette Solomon
Publication Date - January 2016



With a greater emphasis on mathematical skills in science GCSE examinations from September 2018, our ‘Language of Mathematics in Science’ project, developed with funding from the Nuffield Foundation, aims to provide teachers with effective support to prepare for these changes and to embed good quality assessment of mathematics in science.

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