The maths curriculum promotes a consistent approach to lesson delivery by linking lesson structure to the Rosenshine Principles of Instruction, in line with United Learning’s centralised teaching and learning approach.
We use these principles because cognitive research (e.g. Kirschner, Sweller and Clark, 2006) suggests that students need a large amount of subject knowledge in their long-term memory to become competent in any subject. In maths, pupils will be far better equipped to apply mathematical thinking to a problem if their working memory is not overloaded with basic calculations. Therefore, our curriculum always emphasises secure content knowledge before moving onto problem-solving tasks. This is a step away from discovery-based learning and acknowledges the gap between teachers as experts and pupils as novices, with the key point being that we cannot expect pupils to show mathematical expertise until they have acquired fluency with numbers.
The development of long-term memory is supported by a curriculum that focuses on interleaving content, regular low stakes quizzing, daily starter grids that review prior learning, and formative assessments that feed into teacher planning to close gaps in knowledge. Consistent review of key content is integral to the structure and order of the curriculum itself. Teachers use Hegarty Maths, and Sparx to review this content as homework.
Our curriculum is designed to provide a challenge for all learners. Teachers are expected to adapt resources for the needs of their students. We use carefully constructed resources that exemplify accessible methods for students and teachers. We provide an opportunity for challenge by depth rather than accelerating through the curriculum. In Key Stage 4, exam questions focusing on the specification objectives AO1/2/3 are used, when appropriate, to assess understanding of core fluency and application of it in context.