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The guide provides structured coverage of shape-related learning objectives, including dimensions, 2D/3D shapes, angles, area and volume counting methods, symmetry, and transformations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/stride-into-the-future-of-assessment-teacher-companion-guide-shapes-621388/621388/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/stride-into-the-future-of-assessment-teacher-companion-guide-shapes-621388/621388.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the “Stride” maths assessments for teachers?","Question",{"text":63,"@type":64},"They help teachers pinpoint students’ knowledge gaps in conceptual understanding, saving time and supporting targeted next steps so learners know how to improve.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the guide justify the focus on foundational knowledge?",{"text":68,"@type":64},"It explains maths as hierarchical, showing that many learners answer questions on foundational material incorrectly even when those topics are first encountered early in schooling.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the Shapes section cover in the S1–S16 sequence?",{"text":72,"@type":64},"It progresses from dimensions and identifying shapes, through angles and counting-based area/volume methods, then into polygons, triangles, quadrilaterals, interior and exterior angles, and finally rectangle perimeters/areas and triangle/volume topics.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},621388,1792501722,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","STRIDE INTO  \nTHE FUTURE  \nOF ASSESSMENT  \nTeacher Companion Guide  \nShapes  \nCopyright © 2024 AQA and its licensors. All rights reserved.  \n| Table of Contents | |\n| --- | --- |\n| 2 Overview and Rationale 3 Concept Map and Key Features 4 S1 Dimensions: units of length, volume and area 5 S2 Shapes 6 S3 Angle facts 7 S4 Area by counting squares 8 S5 Volume by counting cubes 9 S6 Angles on a line and at a point 10 S7 Angles on parallel lines 11 S8 Polygons 12 S9 Triangles 13 S10 Quadrilaterals 14 S11 Interior and exterior angles 15 S12 Perimeter of rectangles 16 S13 Area of rectangles/squares 17 S14 Perimeter of rectilinear compound shapes 18 S15 Area of triangles 19 S16 Volumes: cubes, cuboids 20 S17 Area of compound shapes 21 S18 Areas of trapezia and parallelograms 22 S19 Volumes: prisms and cylinders 23 S20 Reflection symmetry within a shape 24 S21 Rotation symmetry within a shape 25 S22 Congruence, similarity and corresponding features 26 S23 Reflection 27 S24 Rotation 28 S25 Translation 29 S26 Enlargement 30 S27 Conservation of properties of shapes post transformation 31 S28 Enlargement from a centre 32 S29 Similarity: Scale factors and simple integer scale factors 33 S30 Properties of circles 34 S31 Area of circles 35 S32 Circumference of circles 36 Contributors |  |\n| 1 | |\n\n| Overview | |\n| --- | --- |\n| Stride is a new offering from AQA which is designed to empower students and quickly identify and close their knowledge gaps in mathematics. Designed to help students starting their GCSEs – either for the first time or as a resit – the tests are accessible for all and adapt to students’ knowledge, delivering the right amount of challenge.\u003Cbr>Our new maths tests will allow teachers to pinpoint gaps in their students’ conceptual knowledge-saving them time and empowering students, who will understand how to improve. They’re fully funded for schools and colleges, easy to use for teachers and engaging for students.\u003Cbr>The five short tests, created with the Key Stage 1 and 2 and Key Stage 3 guidance in mind, focus on key areas of maths that experts have identified as the most impactful for GCSE success. They come with personalised learning and next steps to allow students to develop in both knowledge and confidence.\u003Cbr>Rationale\u003Cbr>We know that maths is a hierarchical subject, with knowledge being built upon foundational maths which underpins the new concept. We have analysed data from hundreds of thousands of exam questions and found that even though content is first encountered in the early stages of a learner’s schooling, a significant proportion of learners answer questions on the foundations of maths incorrectly.\u003Cbr>With this in mind, we want to empower teachers to take control of their classrooms and provide a nurturing environment in which gaps within key prerequisite understanding are identified and corrective instruction is deployed, filling the gaps and ensuring that more complex content can be taught, safe in the knowledge that learners have the underlying knowledge required to be successful in their lessons, and thrive in the GCSE examinations.\u003Cbr>Key features\u003Cbr>The Shapes Concept Map, shown on the next page, shows the importance of S8 Polygons with a significant number of predecessors, bringing this knowledge together and progressing S9 Triangles, S10 Quadrilaterals and S11 Interior and Exterior Angles. Knowledge of the properties of quadrilaterals (S10) facilitates problem solving at GCSE.\u003Cbr>The idea of congruence (and similarity) is key when working with the four transformations (S23, S24, S25, S26) and it’s clear that learners must have significant expertise with S2 Shapes to succeed with the ideas of perimeter, area and volume which are prevalent in the Shapes knowledge space. |  |\n| 2 | |\n\nConcept Map  \n5. Shapes  \n3  \n| S1 Dimensions: units of length, volume and area\u003Cbr>What is being tested Learners are being tested on their understanding of measures in differing numbers of dimensions, recalling common uni","cbCaijajZiBKCz0I","https://ap.wps.com/l/cbCaijajZiBKCz0I","pdf",1280813,37,"English","# Overview and Rationale\n# Concept Map and Key Features\n# S1 Dimensions: units of length, volume and area\n# S2 Shapes\n# S3 Angle facts\n# S4 Area by counting squares\n# S5 Volume by counting cubes\n# S6 Angles on a line and at a point\n# S7 Angles on parallel lines\n# S8 Polygons\n# S9 Triangles\n# S10 Quadrilaterals\n# S11 Interior and exterior angles\n# S12 Perimeter of rectangles\n# S13 Area of rectangles/squares\n# S14 Perimeter of rectilinear compound shapes\n# S15 Area of triangles\n# S16 Volumes: cubes, cuboids","[{\"question\":\"What is the purpose of the “Stride” maths assessments for teachers?\",\"answer\":\"They help teachers pinpoint students’ knowledge gaps in conceptual understanding, saving time and supporting targeted next steps so learners know how to improve.\"},{\"question\":\"How does the guide justify the focus on foundational knowledge?\",\"answer\":\"It explains maths as hierarchical, showing that many learners answer questions on foundational material incorrectly even when those topics are first encountered early in schooling.\"},{\"question\":\"What does the Shapes section cover in the S1–S16 sequence?\",\"answer\":\"It progresses from dimensions and identifying shapes, through angles and counting-based area/volume methods, then into polygons, triangles, quadrilaterals, interior and exterior angles, and finally rectangle perimeters/areas and triangle/volume topics.\"}]","Stride Into The Future Of Assessment - Teacher Companion Guide - Shapes | PDF",1792465464,93]