Mathematics

Intent

The core purpose of our curriculum is to nurture and instill the values and qualities outlined in our Mission Statement; to grow morally, intellectually, and spiritually and to leave us as young people, equipped to take their place in society. We strive to build their resilience and confidence and encourage them to achieve the very best that they are capable of.

Growing

• We aim to develop a growth mindset and promote students to take risks in their learning. We encourage pupils to be reflective learners; celebrating and building on their successes, whilst also being able to identify and improve on their mistakes.
• We link current learning to future topics and further education and careers. It is our aim that Mathematics and Numeracy should not be a barrier to the future success of our students. We believe that mathematics and numeracy are vital in enabling students to grow into financially secure, healthy young adults.

Together

• All full-time mathematics teachers are subject specialists and boast over 150 years of teaching experience across the department. We aim to celebrate and utilise our combination of expertise and experience by working collaboratively to develop resources that can be used consistently across all learners.
• Links with Primary schools are ongoing. Staff visit schools and meet with Primary teachers to adapt our provision with changing needs within the Key Stage 2 curriculum.
• We have developed links with local business and further education providers to enable us to provide varied opportunities for our students to explore maths and numeracy beyond the classroom.

In the Spirit of Christ’s love

• As a Catholic community, our faith is at the heart of everything that we do. We strive to teach our students to have faith in themselves and their abilities.
• We believe that all our students are created in the image of God and it is our aim to continuously seek opportunities to celebrate the unique successes and efforts of individuals.

Implementation

Our main intention when designing a maths curriculum is that students are able to enjoy the maths that they are taught and see its relevance to them, whilst progressing in a logical manner through topics and being able to link them together to solve problems. Pupils need to understand the journey they are on and where the skills they are learning may be applied. It is important that our students have an understanding of where the maths they learn is used in a real-life context and where it is used in other subjects.

The curriculum

• Students will complete a 3-year Key Stage 3 course. This ensures there is sufficient opportunities for pupils to develop a deeper and broader understanding of key skills through retrieval and interweaving of topics.
• At Key Stage 4, groups are split into the two tiers of entry: Foundation and Higher. With those on the borderline of entry, following a crossover scheme of work.
• Across all year groups, pupils follow a spiral curriculum that exposes the learners into a wide variety of concepts and disciplines, until they are mastered by studying it repeatedly but with different deepening of complexity.
• We follow an explicit structure to our curriculum. However, flexibility is allowed when deviation from this structure would enhance learning. We also ensure that the questioning of students allows for a deeper understanding and identifies any misconceptions that arise.
• We “assess not assume” prior knowledge. In order to ensure that students without prior knowledge are not left behind without the tools they need to access the curriculum, pupils are supported by the use of scaffolding.

Assessment for Learning

• Formative and summative assessments inform the teaching and planning.
• Quality verbal and written feedback is given to each student outlining their specific needs and providing structured intervention tasks.
• Questioning techniques allow for a deeper understanding and identify misconceptions that arise.

Retrieval and Recall

• Opportunities for retrieval and recall are provided in the majority of lessons at both key stages. Lesson starters pose questions from last lesson, last week, last month and last year. This allows pupils to review work and leads to further discussions around topics.
• Homework is set on a weekly basis and all year groups work through a booklet of key skills. This allows the class teacher and the pupils to see which skills need to be re-visited and developed further.

Vocabulary

• Language helps children make sense when they need to use mathematics. Having a clear picture of the useful mathematics concepts is a key aspect. Throughout the development of mathematical ideas, we must keep the language growing. As the language grows, the picture of the idea broadens and the thinking expands.
• Keywords are displayed at the front of each maths classroom with a definition attached. They are changed on a weekly basis. This often prompts discussion with classes.
• Key words are discussed each lesson, with clear definitions given.

Enrichment

• We aim to encourage a love of learning both in maths and in general. As part of this, provoke curiosity in how things work and how real-life problems are defined and solved through our teaching and our enrichment activities. Some examples include Maths week, Pi day and Money Matters.

Teamwork

• Teamwork is fundamental within our department. We share resources and support each other to achieve a cohesive delivery of the curriculum. We regularly discuss and revisit ideas during department meetings as well as on a day to day informal basis in order to enhance our teaching.

Impact

 Our subject progress index (SPI) was +0.2

 The curriculum

• As a result of our Maths teaching at All Hallows you will see students that are engaged and challenged.
• Students will cover the entire national curriculum.
• Pupils follow the correct pathway to maximise their attainment.
• Pupils have opportunities to revisit and master key concepts.
• Teaching is flexible to enhance individual needs.
• Effective questioning to allow students to express deeper understanding.
• Pupils will be at a point that they can access each lesson. Teaching to the top but scaffolding in place.

Assessment for Learning

• Teachers using assessments to inform future planning.
• Individual feedback that allows students to identify their personalised journey pathway.
• Misconceptions identified and corrected.
• Learning that is tracked and monitored to ensure all children make good progress.

Retrieval and Recall

• Students who are able to recall key skills, be fluent in the fundamentals of Mathematics, reason Mathematically and solve problems by applying their skills to a variety of routine and non-routine problems with increased sophistication.
• Students who are confident with their Mathematics.

Vocabulary

• Students who can use the correct Mathematical terminology when explaining methods, when reasoning and when problems solving.

Enrichment

• Opportunities for pupils to develop skills and enjoy Maths outside of the usual classroom timetable.

Teamwork

• Good quality, positive relationships between staff members and with pupils, igniting an interest in the subject.