Learning Model

A well-balanced, integrated and holistic maths course

Our schools focus on changing away from a one-size-fits-all model to a fully differentiated model, incorporating personalised and small group instruction, diagnostic and formative assessment, direct feedback, rich learning and project work.

INDIVIDUAL

Individual written work (guided by a computer), targeted precisely at students' point of need.

SMALL GROUPS

Small group targeted direct instruction, targeted precisely at students' point of need.

FEEDBACK

One-on-one teacher-student feedback interviews to review learning goals and growth data.

ASSESSMENT

Automatically generated fortnightly tests (on- and offline) to directly guide next steps for students and teachers.

RICH LEARNING

Whole-class lessons with multiple entrance and exit points, targeting students' mathematical thinking.

PROJECT WORK

Rich project work for one week out of each term, often with a cross-curricular focus.

Course Structure

Focus on growing students along a continuum, not on ticking off dot points

Old Learning Model Maths Pathway Learning Model
Batches of students put through a production line. Different students learn different maths at the same time, according to what they’re ready for.
What matters is keeping up with the course. What matters is growth along a continuum.

Teaching Practice

Focus on combining individualisation with data-driven groupwork and rich learning

Old Learning Model Maths Pathway Learning Model
Teacher assigns work to the whole class at once. Individuals choose something new to learn that they’re ready for, guided by the computer.
Students complete work in exercise books, with help from the teacher as needed. Students complete work in exercise books, with help from the teacher as needed plus video instruction, worked solutions and peer tutoring.
Whole-class lectures from the front of the room. Small group targeted direct instruction.
Almost no time for rich learning and projects (real-world application of maths). 20%-40% of time for rich learning and projects (real-world application of maths).

Assessment

Focus on diagnostic and formative assessment, with support for summative reporting

Old Learning Model Maths Pathway Learning Model
Small pre-tests prior to each topic (rare). Diagnostics probing student entry level across entire curriculum.
One-size-fits-all topic tests every 5-6 weeks. Personalised tests for each student every 2 weeks.
Student "grade" is percentage of questions correct. Student "grade" is amount of growth demonstrated.
No time for reflection or feedback. Students reflect carefully on results, and have a one-on-one feedback interview with the teacher where they set a goal.
Data recorded on spreadsheet and ignored. Data feeds directly and automatically into students' next steps.