Lord David Puttnam CBE FRSA describes how technology enables him to deliver modules to university students across the world from his home in Ireland.

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Professor Ewart Keep talks about vocational qualifications and the labour market

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Gillian Cooke and Andrew Watts examine the role of the Corporate Archives from the organisation’s beginnings as the University of Cambridge Local Examinations Syndicate in 1858 and through subsequent years of continuity and change.

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Paul Newton, Tim Oates and Nick Saville examine the role of ideas – theory, assumptions and values – which, in some cases, are consciously adopted as the basis of specific assessments, and in other cases perform powerful, but unspoken, shaping.

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Alison Peacock talks about the alternative approach that her primary school has taken to assessment, pedagogy and curriculum throughout KS1 and KS2.

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Professor Jeremy Hodgen of King’s College London joins Cambridge Assessment's Tim Oates to debate whether maths education in England has improved over recent years.

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Panel debate on 'Numeracy, arithmetic, maths – what age and at what stage?' featuring: Lynne McClure, Project Director – NRICH; Lynn Churchman, Trustee – National Numeracy; Jennie Golding, deputy chair – Advisory Committee on Mathematics Education (ACME); and Tim Oates, Group Director of Assessment Research and Development – Cambridge Assessment.

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Panel debate on 'Making maths relevant' with: Charlie Stripp, Chief Executive – MEI and Director – National Centre for Excellence in the Teaching of Mathematics; Mark McCourt, Chairman – Teacher Development Trust, CEO – Beluga Learning; Janet De Wilde, Head of STEM – The Higher Education Academy.

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Chaired by Dr Christine Binns, Mathematics Mastery Curriculum Development Lead, ARK Schools, a viewpoint debate on whether technology is changing maths for the better featuring Conrad Wolfram, Founder – Computerbasedmath.org, and European CEO – Wolfram, and Tony Gardiner, British mathematician.

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Cambridge Assessment researchers Beth Black, Chung-Pak Cheung and Tim Gill discuss whether students who take GCSEs early perform better in their chosen examinations, or are they giving up their chance of getting a higher grade?

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