SoW and Assessment
The teaching content is split into 11 modules which can accessed via the drop down menus at the top of the page plus a wide range of proof based activities [Proof] and resources which should be integrated into the other modules.
Module 1: Number System
Module 2: Calculations
Module 3: Constructions
Module 4: Proportion & Percentages
Module 5: Equations & Formulae
Module 6: Graphs & Sequences
Module 7: Transformations
Module 8: Angles
Module 9: Mensuration
Module 10: Probability
Module 11: Handling Data
The following is a short video guide outlining the structure of the Scheme Of Work and giving brief details as to the assessment process, this is followed by a written outline of the process.
There are 4 progression ladders in Maths: Number, Algebra, Spatial and Data. Each ladder begins with the lower GCSE content on rung 1 and increases in difficulty as you move down the ladders. Foundation work is rungs 1 to 5 and the Higher content continues to rung 9.
The snapshot below shows part of rung 4 of the ladder and the module and content for each topic is displayed.
The ladder allows you to not only see the content you should be teaching but the content that has been covered earlier and which might need refreshing, as well as the content on the next rung if the ability of the group allows you to extend their learning within the module. It should be noted that a deep understanding of the target rung should be your objective and that students should not be extended too quickly at the expense of this understanding.
Student Progression Pathways
Each Mathematics group will be designated a rung they should be aiming to achieve throughout the year. So 7X1 will be covering work on rungs 3 and 4 of the ladder, with a focus on mastering the topics on rung 3 and the expectation that they will be on rungs 8-9 rungs in Year 11.
Medium Term Plan
The Scheme of Work is designed so that all classes are covering similar content at the same time, this is so that staff can discuss and share ideas both informally and within departmental meetings. Additionally it means that it will be less disruptive when students move from one set to another.
The SoW is designed so that the larger modules are covered at least twice during the year and there is a focus for starters to ensure that skills developed earlier in the year are interleaved so that they can be practised throughout the year. Year 7 students will complete a transition task before being placed into their classes and will follow the following program from Week 3 onwards.
Targeted topic assessments will comprise the relevant topics that have been studied during that half term. So a Year 7 student in set X1 will have been studying work on rungs 3 or 4 will be assessed on their understanding of those topics. Each topic assessment will be marked and the teacher will use this result
in addition to informal, homework tasks or class based assessments to form a holistic assessment, this will be recorded centrally as a red, amber or green depending upon the level of understanding shown. Individual teachers will maintain their own more detailed record.
Recording Progress and Interims in Years 7-9
Each assessment will be judged against a GCSE progression pathway.
Pathway A (Accessing) expected to lead to a GCSE grade 1 or 2,
Pathway D (Developing) expected to lead to a GCSE grade 3
Pathway S (Secure) expected to lead to a GCSE grade 4 or 5
Pathway E (Exceeding) expected to lead to a GCSE grade 6
Pathway O (Outstanding) expected to lead to a GCSE grade 7, 8 or 9
So if a Year 7 student successfully understands rung 2 work their attainment will be recorded as an S to indicate the pathway they are on and when completing the interims home they will be given a Grade 4-5 which indicates their expected endpoint in Year 11.
There is an extensive collection of categorised resources stored centrally to support teachers as well as a Guide to each module with some selected approaches highlighted.
Depending upon the group these will be updated approximately every 3 weeks as shown in the medium term plan and will comprise of some teacher led notes of the key concepts of the modules recently covered. The week specified in the medium term plan is a deadline for completion and staff might decide to complete them whilst working on a particular module. The rationale behind the journal is so that each child has a book they can use as a reference book and which they can refer to if they have forgotten a concept or technique. The journal will not be marked by the teacher as the content is directed by the teacher.
Each half term staff will be expected to put forward students for a praise postcard which will be given in recognition of their attitude and effort. They have been scheduled into the medium term plans to ensure that students receive the praise and recognition they deserve on a regular basis.