Our aim is to provide an excellent maths education for all our students; an education which brings out the best in all of them and prepares them for success in life.
Our maths curriculum is designed with the promotion of mathematical fluency at its core. The sequence of the curriculum has been deliberately designed to allow our high prior attaining and our low prior attaining pupils to successfully progress through the content.
Cognitive research suggests that students need a large amount of subject knowledge in their long-term memory to become competent at any subject. In maths, students will be far better equipped to apply mathematical thinking to a problem if their working memory isn’t overloaded with basic calculations. Therefore, our curriculum always emphasises secure content knowledge before moving onto problem solving tasks – we expect students to show mathematical expertise when they have acquired fluency with numbers.
Furthermore we are committed to continually developing our teaching and learning and promoting a culture of independent learning.
As a mastery curriculum our pupils study fewer topics in greater depth. The curriculum is structured to provide pupils with the time and space to gain this secure understanding. In our maths lessons you will typically see all pupils grappling with the same challenging content, with teachers providing additional support for pupils who need it. Rather than moving on to new content, our higher attainers are expected to produce work of greater depth and flair thus ensuring that all learners may fulfil their potential.
Our approach to teaching and learning supports our maths curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction (2012) to develop our teaching practice.
In addition we further encourage the retention and recall of mathematical fluency skills through the use of numeracy ninjas and fluency 5 in Year 7 and 8.
We will promote a culture of achievement and success and teach students the importance of preparation for assessments and promote techniques to retain and recall knowledge. Each student will have a set of revision cards that will be used to create a ‘Knowledge Organiser Card’ for each KPI. Students will be allowed to use this resource when sitting the KPI knowledge test but these cannot be used in summative assessments.
The purpose of assessing students is two fold; to check to what extent the students have understood the content and skills taught (formative) and to assess the progress they have made in relation to ARE (summative). This is done using the following methods:
• Knowledge Tests. We will use knowledge test as formative assessments at the end of teaching each KPI in Years 7-10.
• Students will receive feedback on every KPI knowledge test in the following way
• Student achievement is recorded on their KPI tracking sheet on front of books as well as in POS on SIMS
• Summative half-yearly assessments. We will assess students on cumulative basis. That is as follows:
- December assessment will cover KPI’s 1-7
- June assessment will cover KPI’s 1 – 19
• The summative assessment – will provide detail of students’ progress in relation at ARE and allow underachievement to be identified and tracked
We strive to create a love of learning and maths. We work to ensure that students are mathematically fluent and are able to apply these skills to their lives outside of school for the future.
We aspire for all students to leave the academy with a GCSE maths qualification at grade 4 and above that enables them to realise their dreams and build successful lives making positive contributions to life in modern Britain.
Every child has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, and developing effective habits in our pupils, we bring out the best in everyone, equip students with a level of numeracy that ensure that they are successful, numerate adults. We aspire to support students in fulfilling their potential, helping them to achieve the highest possible results, progress and attainment in both so that they are well equipped to pursue a future career in this area should they wish to do so.