Clare Hill | Mathematics Mastery
In 2014 the system of using National Curriculum levels was removed and an assessment system that had been in place since the late 1980s was not replaced. What emerged in the following years was a focus on formative assessment and a greater scrutiny of the structure of the curriculum that was being taught. Why do we so often end up teaching the same topics to foundation year 11 students that they studied in year 7? What changes can we make to curriculum design to ensure that students know more and remember more over time so that we don’t find ourselves in that position year on year?
We believe the curriculum should be a dynamic tool and more than a set of objectives on a page. Central to that belief is our Departmental Workshop resource which places collaborative dialogue centred on our coherent and cumulative curriculum design at the heart of your department’s maths teaching.
We believe conversations around curriculum are essential because questioning and understanding of the sequencing of the curriculum will lead to:
Beyond this, we know that these conversations will create a collegial environment that supports your team:
We also know that this aligns with Ofsted’s focus within the ‘quality of education’ judgement: the 3 I’s – Intent, implementation and impact:
"For Ofsted, intent is simply what you want pupils to learn: your curriculum thinking and high-level planning. Implementation is the teaching activities you choose to teach your curriculum. Impact is when that curriculum content is learned."
As these conversations become an embedded and habitual way of talking about the curriculum, your maths team will become increasingly confident and aligned in answering questions around curriculum intent, implementation and impact. Coaching and rehearsal for Ofsted will become obsolete because talking about curriculum is simply what they naturally do.
As a result they will be well placed to answer questions such as these around curriculum intent:
They will have considered questions around implementation which could look like:
And in terms of impact, how does your curriculum support students to know more, remember more and be able to do more of what you have specified on your curriculum intent as important – and how do you know?
If you have found this blog helpful and would like to know more, download our Ofsted Preparation Guide.
Access our guide to help you prepare for a visit from Ofsted. Including, what to expect on the day of inspection, how to prepare yourself and your team and video interviews from fellow teachers.