Maths and ICT2019-10-25T14:28:53+00:00

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 A-level 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 catch-up 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 9-1 Mathematics GCSE. A copy of the specification is available to download from the Edexcel website: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.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 (9-1) Pearson scheme of work, with assessments at the end of each unit. The following table outlines the content at KS4, for the three-year 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 time-series 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 time-series 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 non-linear) 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 Right-angled 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 re-tested with a follow-up 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 well-developed 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 pre-learning check
2/12/19 Data Handling

Place Value

3.       Unit 1&2 DIET
6/1/20 Multiplication and Division 4.       Unit 4 pre-learning check
22/1/20 Data Handling

Place Value

Coordinates

Multiplication and Division

5.       Unit 1-4 Diet
3/2/20 Expressions 6.       Unit 5 pre-learning check
2/3/20 Expressions 7.       Unit 5 post-learning check
20/4/20 Data Handling

Place Value

Coordinates

Multiplication and Division

Expressions

Angles

8.       Unit 1-6 DIET
18/5/20 Data Handling

Place Value

Coordinates

Multiplication and Division

Expressions

Angles

3D Shapes

9.       Unit 1-7 DIET
1/6/20 Fractions 10.   Unit 8 pre-learning check
29/6/20 Fractions 11.   Unit 8 post-learning 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 9-10 DIET
16/12/19 Algebraic thinking

Sequences and graphs

Equations and formulae

Types of number

3.       Unit 9-12 DIET
6/1/20 Ratio and Proportion 4.       Unit 13 pre-learning check
30/3/20 Ratio and Proportion 5.       Unit 13 post-learning check
24/2/20 Area, Perimeter and Volume 6.       Unit 14 pre-learning check
30/3/20 Area, Perimeter and Volume 7.       Unit 14 post-learning check
20/4/20 FDP and Percentages 8.       Unit 15 pre-learning check
18/5/20 FDP and Percentages 9.       Unit 15 post-learning 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 9-16 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 Right-angled 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 self-assessment.
  • 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 mini-maps 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 Y7-11, 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