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NCETM Partner Organisations


The National Centre works together with a number of key organisations in the mathematics teaching, learning and CPD community.  These organisations with whom we are undertaking joint activities are seen as our key partners.  A list of the National Centre key partners is given below along with a brief overview of how we are working together.

Click here for a list of NCETM Stakeholder Organisations
 
List of Partners

Advisory Committee on Mathematics Education
Association of Mathematics Education Teachers
Association of Teachers of Mathematics
Children's Mathematics Network
Further Mathematics Support Programme
Joint Mathematical Council
Mathematical Association
National Association of Mathematics Advisers
National Association for Numeracy and Mathematics in Colleges
National College for Teaching and Leadership (NCTL)
National Numeracy
National Science Learning Centres
Primary Engineer

 
ACME, established in January 2002, is an independent committee which seeks to act as a single voice for the mathematical community. It aims to improve the quality of education in schools and colleges and advises the Government on all aspects of mathematics education.
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AMET represents the mathematics teacher trainers in HE. It promotes effective teaching of the subject at all levels, with particular reference to the training of teachers of mathematics and research and development in mathematics education.
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This association encourages the development of mathematics education so that it is directly related to the needs of the learner. It is a registered charity and all profits from subscriptions and trading are reinvested in mathematics education.
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A UK-based not-for-profit organisation for teachers, practitioners and educators working with children in the birth – 8 year age range. It is a grassroots network, with children and teachers at its heart.
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The FMSP has three strands:
  • Student Support - helping to provide access to Further Mathematics tuition for all students;
  • Teachers' Professional Development - enabling more teachers to teach Further Mathematics and level 3 mathematics within diplomas;
  • Communications and Marketing - promoting mathematics and raising awareness of the benefits of studying mathematics beyond GCSE.
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The JMC provides coordination among its constituent societies (ATM, AMET, BSHM, BSRLM, HoDoMS, EMS, IMA, LMS, MA, NAMA, NANAMIC, RSS) and generally aims to the advancement of mathematics and improve the teaching of mathematics from primary to higher education.
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The MA exists to bring about improvements in the teaching of mathematics and its applications, and to provide a means of communication among students and teachers of mathematics.
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NAMA is an organisation for mathematics advisers and consultants which is dedicated to promoting high quality mathematical education in the UK.
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NANAMIC is a professional association for teachers in further education, tertiary and sixth form colleges, formed in 1993 with the aim of assisting colleges nationally in developing high quality in all aspects of their work in mathematics and numeracy. 
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The National College for Teaching and Leadership (NCTL) is a government agency created to enable and support the development of a self-improving, school-led system. The agency was formed from the merger, on 2 April 2013, of the National College for School Leadership and the Teaching Agency.
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Founded in 2012, National Numeracy is an independent charity that focuses on adults and children with low levels of numeracy. They aim to challenge prevailing attitudes, influence public policy and research, plus identify and promote effective approaches to improving numeracy. Where possible, they work in partnership with others like NCETM to achieve these aims.
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The Science Learning Centres offer professional development across all spheres of science education, from primary to post-16, supporting teachers and technicians across the country in the delivery of exciting, relevant, cutting edge science teaching to ensure our students are equipped with the knowledge and understanding they need, both as scientists and citizens of the future. Through attending courses, science educators are provided with the opportunity to renew and extend their teaching skills by mixing with and learning from colleagues who face similar challenges to their own.

The first Science Learning Centre opened its doors in November 2004 and there are now ten fully operational Science Learning Centres: one to serve each of the nine English government regions and a National Science Learning Centre, which provides training for England, Scotland, Wales and Northern Ireland.  The centres are a joint initiative by the Department of Children Schools and Families and the Wellcome Trust.

Science Learning Centres were founding partners in NCETM and the two organisations collaborate at a regional and national level to further the teaching of all STEM subjects.  Both organisations will be taking a joint leadership role to raise the profile of STEM in accordance with the government’s STEM agenda.

They have a close collaboration in the post-16 field and have recently formed a consortium to bid to deliver the government’s Post 16 STEM Programme for QIA.

The National Science Learning Centre has also recently bid to run the National STEM Resource Centre, and in developing this exciting new project we will be looking to NCETM to develop the maths resources.

There are also plans for future projects to bring together more closely the teaching of science and mathematics.  The beginnings of this work can already be seen in the Science Learning Centres course catalogue though courses like Developing Numerate Scientists.   Back to top
 
Primary Engineer offers design technology, maths and science teacher courses, resources and challenge activities for primary schools through secondary school networks. A thematic approach to the delivery of design technology enables the practical application of maths, science and ICT to activities at key stages 1&2. Projects are teacher lead whole class activities and embedded within the national curriculum. National partners with the GTC teachers can submit stage 1 and 2 presentations as professionally recognised CPD. Links to STEPs at Work enable teachers to spend a day in industry linked broadly to the project themes to bring an industrial insight to their delivery. Projects are also part of the CREST Star Investigators programme.
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