RTS Insights

I have been teaching at RTS for just over a year now, returning to teaching in a school environment in September 2024 after taking 15 years out to run my own successful after-school tuition business.

I feel very fortunate to have recommenced my career at a school like RTS, especially within the maths department here.

Within maths, we place learners into one of three ability sets in each half of the year. This takes place from when they start with us in Year 7. Setting allows us to support and challenge those most in need of support, as well as stretch and challenge the most able students.

Movement between sets is reviewed regularly, on a termly basis, meaning that students are always in the maths set that is most appropriate for their ability.

However, no matter which set students are in, lessons all follow the same structure: Do Now, Diagnostic Quiz, Worked Example and Your Turn, Independent Practice, and Stepped Challenge.

The Diagnostic Quiz is an instantaneous way of assessing what students already know. It therefore allows the teacher to utilise adaptive teaching, modifying lessons accordingly so that students get the most out of their time in the classroom.

As well as reinforcing and practising what they have just learned, Independent Practice allows the teacher to move around the classroom and assist those who might be finding things difficult, as well as stretching and challenging the more able within the group.

Problem solving is also a key part of each of our schemes of work and topics. Not only does this help reinforce learning through additional contextual practice, but it also helps students realise the day-to-day relevance of maths and the role it plays in everyday life.

We find that our approach makes maths very inclusive and that every student at RTS should consider themselves to be a maths person. We also aim to help overcome anxiety and build confidence by using visual and practical aids such as manipulatives.

In addition, where possible we always link lessons to real-world examples so that students can see where a given topic has relevance beyond the classroom.

As a maths teacher, one of the most rewarding things is the “penny drop” moment when a student really understands something they have struggled with. It is the moment when you know you have truly made a difference, and it is wonderful to see pupils grow in confidence and self-belief.

Mr Murray

Maths Teacher