Maths
Curriculum Overview
Intent
Mathematics is the most beautiful and most powerful creation of the human spirit.
Stefan Banach
At Newcastle Academy we encourage all pupils to develop a love for, and understanding of, Mathematics. Our broad and balanced curriculum introduces key concepts in a logical order and encourages mastery through looking at the concept from a variety of standpoints and contexts. Our aim is to develop mathematicians who:
 are numerically and algebraically fluent
 communicate mathematically
 demonstrate critical thinking, logic and curiosity
 are resilient and persistent
 are creative problems solvers
The mathematical skills of problem solving, logical thinking, and investigation will help progress in all areas of study. In addition to these general skills, maths is required for learning in a wide range of areas – anything from plumbing to economics to psychology. It is a particularly key subject for pursuing STEM pathways in the future.
The programme of study for pupils reinforces and develops key concepts introduced in KS1 and KS2 across KS3 before embarking on a KS4 course that lead to the Edexcel GCSE in Mathematics. With the option to take a GCSE course at an appropriate level, our Higher Tier programme ensures pupils have the mathematical skills for any Alevel Mathematics qualification, whilst both Higher and Foundation Tier programmes ensures a solid base of knowledge and competencies for study of Level 3 Core Maths, Functional Skills and/or the mathematics skills needed for other level 3 qualifications. The mathematical knowledge, skills and understanding will be taught that will be useful in the personal life, future study and employment of all pupils. An appreciation of the patterns and power of mathematics will also be taught while fostering an enjoyment of the subject.
The content taught is from the five core strands of mathematics: number; ratio, proportion and rates of change; algebra; statistics and probability; geometry and measures. Lessons are planned to include a variety of teaching and learning styles that inspire and involve students, including ICT/iPad activities, mathematical games and puzzles as well as the use of course textbooks.
Implementation
KS3
In Y7 and Y8, pupils follow a broad and balanced Mathematics curriculum that provides them with the key skills and problem solving experience needed for success at GCSE. Pupils have 7 hours of Maths lessons across a fortnight in both Y7 and Y8. Both year groups have 3 sets.
On entry into Y7, pupils are placed into sets using their KS2 scores. Following this, pupils are only moved into different sets when we believe it appropriate based on their performance in class, homework and regular unit assessments. Y7 catchup intervention is completed by a Maths specialist during the school day with selected pupils.
In KS3, Y7 and Y8 pupils have 7 periods of Mathematics a fortnight. Pupils will study 8 units of work consisting of (four modules of work consisting of 2 units); mastery of skills and GCSE ready content. During each module, the mastery unit is designed to give pupils the key skills required to complete the GCSE ready unit.
Year 7 cover the following:
Unit 1: Data Handling.
This unit develops the skills that underpin statistical work in Science and Geography at both KS3 and KS4. It covers…
 Collecting data: such as discrete and continuous data into frequency tables. This builds on tally charts from KS2 and is a prerequisite for the use of frequency tables at KS4 and in the real world (histograms, frequency polygons, averages from a table).
 Averages and range: in KS2 the mean is taught as an average, in year 7 pupils explore other types of average, as well as the range and use them to compare and contrast data sets. Higher pupils are expected to find averages and range from frequency tables, a skill required at KS4.
 Representing data: pupils will be expected to construct their own statistical diagrams to represent a range of data. Although this is covered at KS2, there is an expectation that pupils: choose appropriate diagrams; construct their own axis; understand the limits of various statistical representations.
Unit 2: Place Value.
This unit allows pupils to reflect on how our number system work (Arabic numbers using base 10), clarifying ‘borrowing’, ‘carrying’ and ‘dropping a zero’.
 Understanding and using place value, building from KS2 and preparing for GCSE problems such as standard form.
 Addition and subtraction, building and extending KS2 arithmetic and preparing pupils for problem solving in KS4.
Unit 3: Coordinates.
This unit looks at the cross over between shape, data and algebra by looking at Cartesian coordinates on an axis, developing fluency throughout the curriculum.
 Drawing and interpreting coordinates: At KS2 pupils are expected to interpret, write and draw coordinates. In year 7, we build on this by looking at midpoints and completing shapes. Exceptional pupils may be challenged to find distances between two coordinates. This topic is to prepare pupils for the following:
 Equations of horizontal and vertical lines: Recognising that a straight line will keep one constant coordinate and using this to begin algebraic notation. Knowing the equation of a horixontal or vertical line is a requirement for reflection work at KS4.
 Scatter graphs: Building on unit 1, pupils are expected to draw, interpret and extrapolate data from scatter graphs, a KS4 requirement.
 Line graphs: Pupils may or may not have seen line graphs before and now have the prior knowledge required from coordinates and graph plotting to draw and interpret different line graphs. This skills is essential for looking at data in Science, Geography and even historical data. In KS4, pupils will develop this by considering frequency polygons.
Unit 4: Multiplication and Division
This unit covers topics related to the use of multiplication and division, such as:
 Mental multiplication and subtraction, better understood through the use of multiples and factors
 Written methods, exploring the use of different methods and how they demonstrate the same process differently, giving pupils a better understanding of our number system.
 Multiplying and dividing by 10 and 100, checking pupils understand the concept from KS2 and are not just applying set rules, this is extended to converting metric units. Higher pupils will look at the consequence of multiplying and dividing by 0.1 and 0.01.
 Using the correct order of operations, reflecting on work in unit 2 and prior KS2 work on BODMAS. Pupils are introduces to calculator processes, something useful for KS4.
Unit 5: Expressions
In this unit, pupils connect number work on function machines with writing and forming expressions, they are expected to
 Form expressions, something pupils may or may not have done at KS2, but is a foundation for algebraic reasoning at KS4.
 Substitute into expressions, a skill they should have from KS2, but may need clarification on.
 Understanding equivalency, perhaps by investigation using substitution.
 Collecting like terms and understanding where terms are unlike.
 Higher pupils are expected to expand and factorise expressions, a new skill for KS3 but necessary in the KS4 curriculum.
Unit 6: Angles
Pupils are expected to have understood what an angle is at KS2 and measure and draw them. This unit builds:
 Angle sums for different shapes, with higher pupils expected to find interior angles of polygons with more than 4 sides.
 Measuring and drawing angles, including construction work not taught at KS2, but to prepare pupils for KS4 and work on loci.
 Pie charts, pupils have studied the proportional reasoning in unit 4 and the angle drawing skills required in this unit. Pupils now use pie charts for fluency between different areas of Maths. The ability to draw and interpret pie charts is tested at KS4.
Unit 7: 3D shapes
In this unit pupils develop their understanding of 3D shapes from KS2 and are now expected to
 Represent 3D shapes in 2dimensions through plans and elevations; and isometric drawing, skills needed for KS4.
 Draw and recognise nets, including nets that will not make required shapes.
Unit 8: Fractions
This unit covers content from KS2 on fractions, but pupils are expected to represent fractions in different ways and to develop fluency by applying fractions rules to algebra, this includes the following
 Representing fractions
 The four operations: addition, subtract, multiplication and division
 Converting mixed numbers to improper fractions
 Equivalent fractions
 Fractions of amounts
Year 8 cover the following:
Unit 9: Algebraic thinking
Unit 10: Sequences and Graphs
Unit 11: Equations and formulae
Unit 12: Types of number
Unit 13: Ratio and Proportion
Unit 14: Area, Perimeter and Volume
Unit 15: FDP and Percentages
Unit 16: Probability
KS4
Pupils follow a 3 year curriculum which is designed to equip them with the skills necessary to achieve their full potential in their GCSEs and to be functionally numerate throughout their lives. At the end of KS4, pupils will sit the Edexcel 91 Mathematics GCSE. A copy of the specification is available to download from the Edexcel website: http://qualifications.pearson.com/en/qualifications/edexcelgcses/mathematics2015.html
Year 9, 10 and 11
At KS4, Y9 have 7 hours of Maths a fortnight whereas Y10 and Y11 groups have 9 periods of Mathematics a fortnight. Y9 and Y10 have 3 sets, whereas Y11 has 4 sets. They are following the Edexcel GCSE (91) Pearson scheme of work, with assessments at the end of each unit. The following table outlines the content at KS4, for the threeyear GCSE.
Foundation  Higher  
Autumn Year 9  Unit 1 Number
This unit consolidates KS3 work on place value, calculations, and types of number. It then extends into an introduction to standard form. 
Unit 1 Number
This unit consolidates KS3 work on types of number. It extends it to cover combinations, index laws, negative and fractional indices and introduces the concepts of standard form and surds. 
Unit 2 Algebra
This unit consolidates KS3 work on expressions and formulae and extends the depth of knowledge with these concepts. It introduces more advanced factorisation. 
Unit 2 Algebra
This unit consolidates KS3 work on expressions and sequences. It then extends them to quadratics. 

Spring Year 9  Unit 3 Graphs, tables and charts
This unit consolidates KS3 work on types of data and representing data. It then extends to cover timeseries and stem and leaf diagrams. 
Unit 3 Interpreting and representing data
This unit consolidates KS3 work on types of data, representing data and averages. It then extends to cover timeseries and stem and leaf diagrams. 
Unit 4 Fractions and percentages
This unit consolidates all of the KS3 work on fractions, percentages and FDP. It extends to cover mixed numbers in depth. 
Unit 4 Fractions, ratio and proportion
This unit consolidates all of the KS3 work on fractions, percentages, FDP and ratio and proportion. It extends to cover mixed numbers in depth and problems involving 2 ratios.


Unit 5 Equations, inequalities and sequences
This unit consolidates KS3 work on equations and sequences. It extends these concepts to more complicated variants before application of knowledge to inequalities. 
Unit 5 Angles and trigonometry
This unit consolidates KS3 work on angles in polygons. It then extends it to include exterior angles. It then introduces the concepts of Pythagoras’ Theorem and Trigonometry. 

Summer Year 9  Unit 6 Angles
This unit consolidates KS3 work on angles in polygons and extends these concepts to cover exterior angles. It extends to cover angles in parallel lines. 
Unit 6 Graphs
This unit consolidates KS3 work on coordinates and horizontal and vertical straight lines. It extends it by introducing concepts of the equation of the line, gradient and intercept. It then applies this knowledge to quadratic, cubic and reciprocal functions. 
Unit 7 Averages and range
This unit consolidates KS3 work on averages in Y7 Unit 1. It extends to finding averages from frequency tables. 
Unit 7 Area and volume
This unit consolidates KS3 work on perimeter, area and volume of rectilinear shapes. It extends to focus on circles and compound 2D shapes. It also extends to cover prisms, cones, spheres and pyramids including surface area and compound 3D shapes. 

Unit 8 Perimeter, area and volume 1
This unit consolidates KS3 work on perimeter, area and volume of rectilinear shapes. It extends to focus more on compound 2D and 3D shapes and prisms including surface area. 
Unit 8 Transformation and constructions
This unit consolidates KS2 work on symmetry. It extends it by formalising the concepts of reflection, rotation, translation and enlargement (including by negative and fractional scale factors) and their use on a coordinate grid. This unit also consolidates KS3 work on angles. It extends it by introducing the compass and the basic constructions, the concept of loci and accurate scale drawings 

Autumn Year 10  Unit 9 Graphs
This unit consolidates KS3 work on coordinates and horizontal and vertical straight lines. It extends it by introducing concepts of the equation of the line, gradient and intercept. 
Unit 9 Equations and inequalities
This unit extends KS4 algebra work to solving quadratics, solving simultaneous equations (both linear and nonlinear) and solving linear inequalities. 
Unit 10 Transformations
This unit consolidates KS2 work on symmetry. It extends it by formalising the concepts of reflection, rotation, translation and enlargement and their use on a coordinate grid. 
Unit 10 Probability
This unit consolidates KS3 work on probability. It extends it by introducing Set Notation with Venn Diagrams, Frequency Trees, Probability Trees and the concepts of independent and conditional events. 

Unit 11 Ratio and proportion
This unit consolidates KS3 work on ratio and proportion. It extends it by introducing problems involving 2 ratios. 
Unit 11 Multiplicative reasoning
This unit consolidates KS4 work on percentages, proportion and formulae. It extends them into simple/compound interest, and compound measures namely Speed, Acceleration (SUVAT formulae, Density, Pressure 

Spring Year 10  Unit 12 Rightangled triangles
This unit develops the use of formulae in both KS3 and KS4. It introduces the concepts of Pythagoras’ Theorem and Trigonometry. 
Unit 12 Similarly and congruence
This unit extends KS4 work on transformations and constructions to extend knowledge to mathematically arguing congruence and similarity. Work on expressions and coordinates is extended to the concept of vectors. 
Unit 13 Probability
This unit consolidates KS3 work on probability. It extends it by introducing Set Notation with Venn Diagrams, Frequency Trees, Probability Trees and the concepts of independent and conditional events. 
Unit 13 More trigonometry
This unit extends KS4 work on Pythagoras and Trigonometry first to 3D and then to introduce the Sine, Cosine and Area rules. It also extends KS4 graph work to the trigonometric graphs. 

Unit 14 Multiplicative reasoning
This unit consolidates KS4 work on percentages, proportion and formulae. It extends them into simple/compound interest, and compound measures namely Speed, Acceleration (SUVAT formulae, Density, Pressure 
Unit 14 Further statistics
This unit extends KS4 work on statistics to sampling, cumulative frequency, box plots and histograms. 

Summer Year 10  Unit 15 Constructions, loci and bearings
This unit consolidates KS3 work on angles. It extends it by introducing the compass and the basic constructions, the concept of loci and accurate scale drawings 
Unit 15 Equations and graphs
This unit extends KS4 work on simultaneous equations, quadratic equations, and inequalities to introduce graphical methods of solving. 
Unit 16 Quadratic equations and graphs
This unit consolidates KS3 and KS4 work on graphs, expressions and formulae. It extends to factorising quadratic functions and therefore solving quadratic equations and graphing them. 
Unit 16 Circle theorems
This unit extends KS4 work on angles to circle theorems 

Unit 17 Perimeter, area and volume 2
This unit extends previous KS4 work to focus on circles and applying knowledge to sectors and arc lengths in 2D shapes and 3D shapes of cones and pyramids 
Unit 17 More algebra
This unit extends KS4 work on fractions, change of subject, quadratics and surds to combine them all together. It also introduces functions and function notation. 

Autumn Year 11  Unit 18 Fractions, indices and standard form
This unit extends previous KS3 work on fractions and place value to apply them to indices and standard form. 
Unit 18 Vectors and geometric proof
This unit extends KS4 work on expressions to the concept of vectors. It also introduces the concept of geometric proof. 
Unit 19 Congruence, similarity and vectors
This unit extends KS4 work on transformations and constructions to extend knowledge to mathematically arguing congruence and similarity. Work on expressions and coordinates is extended to the concept of vectors. 
Unit 19 Proportion and graphs
This unit extends KS3 and KS4 work on proportion by introducing a formal algebraic approach and extending the concepts to quadratic, cubic (and their inverses) and reciprocal functions. It then introduces the concept of a gradient of a curve, the area under a curve and using function notation to transform a graph. 

Unit 20 Further algebra
This unit extends KS3 and KS4 graph work to look at cubic and reciprocal functions. It also extends algebraic skills to simultaneous equations and changing the subject of a formula. 

Spring Year 11  DIET cycle with past examination papers each week  
Summer Year 11  DIET cycle with past examination papers each week 
In addition, Y11 complete a weekly half exam paper for homework. This is followed up with an intervention lesson with personalised DIRT tasks for pupils to complete to rectify misconceptions. This is retested with a followup shadow paper to check for understanding and recall of knowledge and to inform further intervention.
The full curriculum overview is below. The coloured text shows some of the spiral of the curriculum where topics are revisited and concepts are further developed. It must be noted that some later topics encompass knowledge taught in several earlier units and it is impossible to show all of the links in an overview.
Half term 1  Half term 2  Half term 3  Half term 4

Half term 5  Half term 6  
Year 7  Data handling
Place Value 
Place Value
Coordinates

Arithmetic
Multiplication and Division Expressions 
Expressions Angles

3D shapes  Fractions 
Year 8  Algebraic Thinking
Sequences and Graphs 
Equations and Formulae
Types of number 
Ratio & Proportion  Area, Perimeter and Volume  Fraction, decimal and percentage equivalence
Percentage calculations 
Probability 
Year 9  Foundation: Number; Algebra  Foundation: Algebra; Graphs, tables and charts  Foundation: Fractions; Percentages  Foundation: Equations; Inequalities and sequences  Foundation: Angles; Averages and range  Foundation: Perimeter, area and volume 
Higher: Number; Algebra  Higher:
Algebra Interpreting data 
Higher: Fractions, ratio and percentages  Higher: Angles and trigonometry  Higher: Algebraic graphs; Area and volume  Higher: Transformations and constructions  
Year 10  Foundation: Algebraic graphs; Transformations

Foundation: Ratio and Proportion

Foundation: Right angled triangles; Probability

Foundation: Multiplicative reasoning

Foundation: Construction, loci and bearings

Foundation: Quadratic equations and graphs; Perimeter, area and volume 2 
Higher: Equations and inequalities; Probability  Higher: Multiplicative reasoning  Higher: Similarity and congruence  Higher: Further trigonometry  Higher: Further statistics  Higher: Equations and graphs  
Year 11  Foundation: Fractions, indices and standard form; Congruence similarity and vectors  Foundation: Further algebra

Exam Revision  Exam Revision  Exam Revision  
Higher: Circle theorems; Further algebra  Higher: Vectors and geometric proof; Proportion and graphs 
Impact
As a result of the successful implementation of our curriculum, pupils will increase in confidence with and knowledge of the mathematical skills they have been taught. Specifically, we will see the following impact:
 An increase over time in pupil attainment all grade but specifically in the headline figures of grade 4+, grade 5+ and grade 7+
 An increase over time in the progress 8 measure for Mathematics
 An increase over time of pupils taking and completing level 3 Mathematics qualifications
This will be the result of pupils:
 having a welldeveloped tool kit for solving problems
 being numerically and algebraically fluent having mastered key concepts
Assessment
How grades are decided for input; what are the grades based upon?
KS3
All end of module assessments for KS3 are tested using Pearson’s unit tests and can be graded using Pearson steps which convert to GCSE grades. A DIET process is completed, using different numbers in the test to the diagnosis.
KS3 are also assessed at the beginning and end of the year using an arithmetic test to check for understanding and fluency with key concepts. These can be graded using standardised grade boundaries and form the basis for ongoing intervention.
An average grade throughout the year is calculated to decide the CWG. The final assessment of the year is identical to the first allowing us to measure progress over the year.
Year 7
W/C  Topics Covered  Assessment 
16/9/19  N/A  1. Baseline Arithmetic Paper 
14/10/19  Place Value  2. Unit 2 prelearning check 
2/12/19  Data Handling
Place Value 
3. Unit 1&2 DIET 
6/1/20  Multiplication and Division  4. Unit 4 prelearning check 
22/1/20  Data Handling
Place Value Coordinates Multiplication and Division 
5. Unit 14 Diet 
3/2/20  Expressions  6. Unit 5 prelearning check 
2/3/20  Expressions  7. Unit 5 postlearning check 
20/4/20  Data Handling
Place Value Coordinates Multiplication and Division Expressions Angles 
8. Unit 16 DIET 
18/5/20  Data Handling
Place Value Coordinates Multiplication and Division Expressions Angles 3D Shapes 
9. Unit 17 DIET 
1/6/20  Fractions  10. Unit 8 prelearning check 
29/6/20  Fractions  11. Unit 8 postlearning check 
6/7/20  N/A  12. Baseline Arithmetic Paper 
Year 8
W/C  Topics Covered  Assessment 
16/9/19  N/A  1. Baseline Arithmetic Paper 
21/10/19  Algebraic thinking
Sequences and graphs 
2. Unit 910 DIET 
16/12/19  Algebraic thinking
Sequences and graphs Equations and formulae Types of number 
3. Unit 912 DIET 
6/1/20  Ratio and Proportion  4. Unit 13 prelearning check 
30/3/20  Ratio and Proportion  5. Unit 13 postlearning check 
24/2/20  Area, Perimeter and Volume  6. Unit 14 prelearning check 
30/3/20  Area, Perimeter and Volume  7. Unit 14 postlearning check 
20/4/20  FDP and Percentages  8. Unit 15 prelearning check 
18/5/20  FDP and Percentages  9. Unit 15 postlearning check 
29/6/20  Algebraic thinking
Sequences and graphs Equations and formulae Types of number Ratio and Proportion Area, Perimeter and Volume FDP and Percentages Probability 
10. Unit 916 DIET 
6/7/20  N/A  11. Baseline Arithmetic Paper 
KS4
At the end of each unit, pupils complete an end of unit test followed by a DIET process; these grades are averaged out throughout the year to create a CWG. Initially these can vary so the end of KS3 grade is used to help judge the pupils grades, but even out to an accurate grade after the first term, aiming for the EOY target. PPE results are also taken into account when calculating CWG.
In Year 11, pupils’ weekly exam papers are marked using the Edexcel mark schemes, using grade boundaries to grade each half paper. After each weekly exam paper pupils’ grades are tracked on a shared spreadsheet, as well as in pupils’ folders. An average of these grades is the CWG, taking into account PPE results too.
Year 9
Term  Foundation Topics  Higher Topics  Assessment 
Autumn 1  Unit 1 Number  Unit 1 Number  Pearson End of unit 1 test 
Autumn 2  Unit 2 Algebra  Unit 2 Algebra  Pearson End of unit 2 test 
Spring 1  Unit 3 Graphs, tables and charts  Unit 3 Interpreting and representing data  Pearson End of unit3&4 test 
Unit 4 Fractions and percentages  Unit 4 Fractions, ratio and proportion  
Spring 2  Unit 5 Equations, inequalities and sequences  Unit 5 Angles and trigonometry  Pearson End of unit 5 test
PPE – June 2017 3papers 
Summer 1  Unit 6 Angles  Unit 6 Graphs  Pearson End of unit 6 test 
Summer 2  Unit 7 Averages and range  Unit 7 Area and volume  Pearson End of unit 7&8 test 
Unit 8 Perimeter, area and volume 1  Unit 8 Transformation and constructions 
Year 10
Term  Foundation Topics  Higher Topics  Assessment 
Autumn 1  Unit 9 Graphs  Unit 9 Equations and inequalities  End of unit 9&10 test 
Unit 10 Transformations  Unit 10 Probability  
Autumn 2  Unit 11 Ratio and proportion  Unit 11 Multiplicative reasoning  End of unit 11 test 
Spring 1  Unit 12 Rightangled triangles  Unit 12 Similarly and congruence  WTM June 2017 3 papers
End of unit 12 test 
Spring 2  Unit 13 Probability  Unit 13 More trigonometry  End of unit 13& 14 test

Unit 14 Multiplicative reasoning  Unit 14 Further statistics  
Summer 1  Unit 15 Constructions, loci and bearings  Unit 15 Equations and graphs  End of unit 15 test 
Summer 2  Unit 16 Quadratic equations and graphs  Unit 16 Circle theorems  End of unit 16& 17 test
WTM Nov 2017 3 papers 
Unit 17 Perimeter, area and volume 2  Unit 17 Further algebra 
Year 11
Term  Foundation Topics  Higher Topics  Assessment 
Autumn 1  Unit 18 Fractions, Indices and Standard Form  Unit 18 Vectors and Geometric Proof

End of unit 18/19 test
WTM Nov 2019 3 papers 
Unit 19 Congruence, Similarity and Vectors  
Autumn 2  Unit 20 Further Algebra  Unit 19 Proportion and Graphs  End of unit 19/20 test 
Spring 1  Weekly half exam papers and topic based intervention  Weekly half exam papers and topic based intervention  PPE June 2019 3 papers 
Spring 2  Weekly half exam papers and topic based intervention  Weekly half exam papers and topic based intervention  
Summer 1  Weekly half exam papers and topic based intervention  Weekly half exam papers and topic based intervention 
The evidence base for assessment input; where do we find the students work?
Pupils assessments are found in books.
Faculty Assessment Maps
Assessment maps are regularly used by teachers in their assessment of students’ work during lessons. These assessment maps are used to track the progress of subject specific skills, providing students with clear next steps.
Staff will:
 Ensure that students have access to their own assessment maps and explain that the maps help staff to assess student attainment in lessons, tests, exams and homework against GCSE criteria. The maps help us to plot current attainment and, more importantly, outline what progress steps are needed to improve further. The maps may be stuck into books/folders or held electronically
 Allow students to assess their work against the maps. Students or teachers should highlight which aspects of the map they think they have achieved and then tick when this skill is secured – the starting point for this process is their most recent CWG (Current Working Grade) and EAP (Expected Attainment Pathway) target. The CWG gives an indication of the level/grade at which a student is working taking into account assessments, tests, classwork and homework.
 In conversation with students verify or amend the selfassessment.
 Ensure that by the end of this process all student copies of the assessment map which are available to both students and teachers during every lesson
 In situations, staff may utilise minimaps to aid the teaching of specific aspects or outcomes of the assessment map.
As can be seen, this process is best undertaken via individual learning conversations with students. As part of this a target setting process is undertaken whereby next steps for improvement are agreed.
Not only does this process highlight GCSE skills throughout Y711, it also clearly maps out what a student needs to do to improve. Teachers will use this information to plan subsequent lessons and assessments. This approach to assessment and feedback is a common one across all subject areas, providing a consistent pattern for students.
Assessment maps are updated after each diagnosis test, at the end of a unit. Pupils should be able to look at their end of unit assessment objectives and match them to the ones on the assessment ladder. These will be stored in books for all year groups.
Standardisation
Standardisation is completed before each data collection week and follows this process:
 All staff attend the meeting
 Staff bring a requested sample of books, assessments and/or mock papers
 HoF ensures subject Assessment maps and any KS4 Mark Schemes are available
 Staff look at books from another member of staff to agree or request amendments to assessment marks, then to comment on amount of work and consistent use of school policy
Any other faculty specific standardisation?
 All staff to mark to mark scheme and use set grade boundaries