Maths Curriculum Refresh: Our Plans For 2023/24

We are excited to announce that our GCSE Maths Resit Curriculum Package is undergoing a refresh. The development of the package will be led by our Maths Curriculum Manager, Toni Harper. Updates will be rolled out across this year, with even more improvements planned in time for September 2024. 

We currently offer colleges and sixth forms a research-informed curriculum package, designed by expert teachers specifically to suit post-16 resit students. This includes fully resourced lessons and live training sessions, and it is tailored to the needs of each college or sixth form. 

This year, our package has been developed even further to include the following: 

  • Enhanced CPD provision, with the addition of new sessions focused on cognitive and metacognitive strategies, and bitesize CPD content including strategies teachers can easily implement in the classroom. 
  • A new induction lesson to introduce students to our curriculum principles and explain the cognitive science underpinning the curriculum in a digestible format. 
  • An expanded calendar of training sessions for teachers, including sessions on goal setting, SEND and more. 

All new training and content is underpinned by our five core principles for helping resit students to make progress in maths: 

  1. Atomisation: Breaking down topics into their sub-components to identify underlying skills and support effective sequencing. 
  1. Effective sequencing: Applying the principles of storage and retrieval, spaced practice and interleaving to form an effective sequence of topics that builds mathematical understanding and promotes mastery of the curriculum. 
  1. Well modelled examples: Designing lesson resources that support tutor delivery with a set of in-built strategies for modelling worked examples that aim to reduce cognitive load for students. 
  1. Carefully chosen examples: Focusing students’ attention on mathematical relationships through the careful selection and sequencing of similar worked examples and problems, underpinned by variation theory. 
  1. Purposeful practice: Designing activities to build mathematical fluency, while supporting students to gain confidence in skills that enable them to attend to more complex problems. 

If you’d like to stay up to date with our progress and receive bitesize insights and tips from our curriculum along the way, please give us a follow on LinkedIn, Instagram or Twitter. We will be sharing our journey there. 

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