The Department follows an inter-leaved curriculum which places a high value on student mastery, both of individual topics and of basic calculation skills. Consequently, students are expected to secure their content knowledge of new material, before seeking to apply this to either analytical or contextualized problems, or indeed to make links with other branches of the subject.
Our approach to teaching and learning supports our Maths curriculum by ensuring that new content is delivered in small chunks, accompanied by extensive modelling and opportunities for guided and independent practice through our “I”, “We” and “You” phases of the lesson. In this way we adhere to the Central Academy Teaching and Learning Fundamentals, which are themselves underpinned by Barak Rosenshine’s Principles of Instruction.
To ensure that all students make good progress, all students complete KPI tests after each topic or unit, which broadly equates to once every two weeks. At KS3 these assessments are tracked, and both starter mats and interventions will be adapted according to areas requiring development. Key vocabulary will be taught and assessed through knowledge organisers. At KS4 there is a much stronger focus on assessing fluency. Alternating with their fortnightly assessment, all KS4 students will sit a fluency test, with an expectation that all students must achieve at least 80% on these fluency tests. Progress is here again tracked using fluency trackers and classroom teachers will adapt future teaching accordingly. Feedback sheets containing identified area of development are given after each KPI or Fluency Tests assessment. Pupil engagement in home-learning and elevation sessions is also closely monitored.
In addition to the above formative assessment, students are summatively assessed in all year groups at least bi-annually, although this increases in frequency during Years 11 and 13.