Welcome to Woodfields Academy Astrea Academy Trust
Aims and Vision
We strive to deliver a curriculum that is rich in skills and knowledge, and allows scholars to gain fluency, build confidence and develop a deeper understanding of mathematics. Through its hierarchical nature, we:
Ensure fluency is achieved, as well as the ability to recall and apply knowledge rapidly and accurately. This is developed through carefully atomising component knowledge, declarative and procedural, using:
o Procedural variation
o Deliberate practice
o Frequent retrieval practice
Allow scholars to see that mathematics is an interconnected subject by:
o Building on prior knowledge to make explicit links and rich connections between topics
o Providing opportunities for cumulative practice, with interconnecting ideas to allow scholars to work flexibly between different areas of mathematics.
- Develop conditional knowledge, building competency to solve increasingly sophisticated problems by:
o Decodifying a problem to identify the mathematics within it (method selection)
o Reasoning and justifying conclusions, through the use of calculations
o Developing resilience in unfamiliar contexts, using pre-requisite known facts, without necessarily knowing the final answer We believe learning to be a change in long term memory, and thus research and cognitive science has informed our curriculum, which makes particular use of retrieval practice as an aid to learning. We utilise regular low stakes quizzes and formative assessment to enable scholars to retrieve information on a daily basis, as we believe retrieval practice underpins academic success. The curriculum builds on previous knowledge learned at key stage 2, and is sequenced such that new learning is introduced and then consolidated with previous learning being interweaved throughout. Topics that are introduced in key stage 3 are revisited in more depth at key stage 4 to ensure understanding is met. The key stage 4 curriculum equips scholars with the knowledge and understanding to progress onto further mathematical study at key stage 5. Forward-facing methods are considered at all levels to ensure that teaching approaches throughout the key stages contribute to a coherent curriculum.
Curriculum Rationale
This curriculum has been developed by the Astrea Maths Central Team, in conjunction with Heads of Maths across Astrea and a dedicated curriculum roundtable. As a team, we have looked at the best practice of several maths curricula, including those used across a variety of MATs (White Rose, United Learning, Ark, OAT maths, Inspiration Trust, Discovering Mathematics) and developed our curriculum based on each of the best features of these. The Astrea curriculum has been divided into five overarching strands: Number (N), Algebra (A), Geometry & Measures (G), Proportional Reasoning (P) and Statistics & Probability (S). Complete coverage would take a student from the start of Year 7 to full coverage of all content at Higher GCSE by the end of Year 11. The curriculum starts to diverge slightly in the second half of the Y10 Spring Term, then more notably towards the end of Y10 and into Y11. This is to ensure all scholars can access all areas of maths and have time to develop their skills before limiting their entitlement to Higher maths. There are 12 weeks per term allocated to allow for 3 flex weeks per year. These flex weeks can be used at any time and the placement of these is for individual schools to decide, based on their school holidays and any calendared events. We have an Astrea Maths Padlet for all schools to access high-quality, freely available resources while developing these booklets. We wish to thank all of these people featured on our Padlet for their amazing, freely available work: https://padlet.com/sandersmaths/astrea-maths
Curriculum Implementation
Lessons use the “I do, We do, You do” approach. This approach provides clear expert modelling and enables ease of responsive teaching. Such a model also helps to develop a positive attitude towards mathematics, as pupils feel immediately supported and successful; progressing incrementally and developing a secure, deep understanding of what is being taught. These worked examples followed by question choice that provides variation, deliberate / intelligent practice, and regular retrieval opportunities, allows pupils to develop fluency, alongside to a deep conceptual understanding of the subject.
Formative assessment in maths is frequent, informal, and continuous particularly through regular use of mini-whiteboards. The use of mini-whiteboards serves the purpose of the teacher assessing pupils in a low-stake manner to get full transparency of pupil performance after witnessing teacher modelling. They enable the teacher to check precisely what knowledge they have learned and identify where missing or insecure knowledge is. The teacher can then adapt the curriculum effectively to address misunderstanding and enable pupils to catch up.
Homework
Homework provides an opportunity for pupils to systematically rehearse content independently, without the support of a teacher. This encourages them to take responsibility for their own learning and promotes independence, as well as consolidating learning to strengthen retention of knowledge.
Homework is set weekly on Sparx for every year group.
Assessment
All forms of assessment provide opportunities for responsive teaching, feedback and indicates necessary adaptations. Regular assessment opportunities include:
Daily
- Formative assessment – low stakes questioning, whiteboards, self/peer-assessment, verbal feedback.
- Live marking.
- Basic maths knowledge and recap – DO NOW
- SPARX Maths
Resources and Facilities
The faculty has 6 classrooms each with an interactive whiteboard and visualiser. The department also has access to computer rooms with access to subject specific software.
Extra-curricular Opportunities
- Y11 Maths Club.
- Sparx Homework support.
- Bletchley Park cross-curricular trip.
Staff list
- Curriculum Leader: Mr L Sanders
- Lead Practitioner – Mr A Mercer
- Teacher of Maths – Mr Chiwarawara
- Teacher of Maths – Miss M Walker