Teacher Guide

Curriculum Mapping

We aim to help teachers embed problem solving into the curriculum. Curriculum mapping guides and detailed teachers' notes support your planning and help you to promote rich mathematical thinking in the classroom.

Using NRICH resources will help schools to implement Ofsted's recommendation to 'increase problem solving across the curriculum'.

• Problems and resources linked to the Primary Curriculum, with support for teachers, can be found on our Primary Curriculum page.
• Problems and resources linked to the Secondary Curriculum, with support for teachers, can be found on our Secondary Curriculum page.
• Problems and resources linked to the Post-16 Curriculum, with support for teachers, can be found on our Post-16 Curriculum page.

Professional Development

The NRICH team offers bespoke PD sessions to help you develop rich mathematical learning opportunities for all primary or secondary students. For more details, please see our information about bespoke PD led by the NRICH team.

In addition, NRICH holds professional development events for teachers each year in Cambridge, and contributes to teacher sessions run by other organisations such as UKMT. Details of current CPD event opportunities can be found on our Events page.

• Bespoke CPD information for primary and Secondary teachers
• Information on other NRICH CPD events and opportunities

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To receive regular updates, including news about new NRICH features, and information on CPD opportunities and events for schools, register for our teacher newsletter.

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You may be interested in our Parent and Carer Guide.

NRICH is a content partner for the Times Educational Supplement Primary Resources.

NRICH promotes the learning of mathematics through problem solving.

At NRICH we believe that:

• Our activities can provoke mathematical thinking.
• Students can learn by exploring, noticing and discussing.
• This can lead to conjecturing, explaining, generalising, convincing and proof.
• In a classroom, the students' role is to focus on the mathematics while the teacher focusses on the learners.
• The teacher should aim to do for students only what they cannot yet do for themselves.