Maths Curriculum Statement

Vision

Our vision is to shape young people into able problem solvers and logical thinkers, enabling them to be numerically competent throughout their lives. This is a product of our inspirational and reflective teaching. Our dedicated department aims to share their knowledge by relating Mathematics to real life situations, adding value and positivity to the subject and dispelling negative concepts. We promote equality and diversity, cultivating young minds so giving them the confidence to express their knowledge and increase their understanding of the practical application of mathematics.
 

Intent

All students follow the National Curriculum in developing the knowledge, skills and understanding in Number, Algebra, Ratio and proportion, Geometry, Probability and Statistics in order for them to prepare for the Key Stage 4 GCSE course and beyond. Students are encouraged to develop fluency in their mental and written methods; reason mathematically to solve problems in a logical manner.
 
Students are supported in their respective educational needs and prior attainment, including the most able, to access all aspects of the curriculum, make the highest possible level of progress and achieve the highest levels of attainment.
 

Implementation

The implementation of the National Curriculum is embedded in our outstanding teaching strategies. This outstanding teaching is based on the firm foundations of the ‘Six Strategies for Effective Learning’ that entail; elaboration, retrieval practice, spaced practice, dual coding, interleaving and concrete examples. 
 
Key misconceptions and mistakes are identified in class together with marking and assessment and addressed by responsive teaching, live marking, teacher modelling and feeding back into department strategies such as data driven instruction that allows us to continually evolve our curriculum to support student need.
 
The impact of our curriculum is assessed through a range of formative in class assessments, using mini whiteboards, direct questioning, low stakes weekly knowledge quizzes, visualizers, RAG cards, homework and general exercises completed in their books. More summative assessment includes; end of unit tests, knowledge organiser tests, and weekly homework.
 
This contributes to allow teachers to make judgements on pupil progress over time that will determine any additional intervention before mock exams and final GCSE examinations at the end of Key Stage 4 and 5.