Purpose of our study
We believe mathematical intelligence is expandable, and that every child can learn mathematics, given the appropriate learning experiences within and beyond the classroom. Our curriculum map reflects our high expectations for every child. Every student is entitled to master the key mathematical content for their age, by receiving the support and challenge they specifically need.
In the Maths Department, 'Where Everyone Counts', our aim is to design, deliver and regularly re-assess a curriculum model that focuses on key concepts that develop the building blocks of Number, Algebra, Proportional Reasoning, Data and Geometry. Our intent is to promote a positive perception of mathematics whilst developing the skills and knowledge to be able to access the next level of learning. At the heart is the promotion of fluency and problem solving.
We believe that pupils should be encouraged to use mathematical language throughout their maths learning to deepen their understanding of concepts.
The way students speak and write about mathematics has been shown to have an impact on their success in mathematics. We therefore use a carefully sequenced, structured approach to introducing and reinforcing mathematical vocabulary throughout maths lessons, so students have the opportunity to work with word problems from the beginning of their learning.
Our curriculum for maths aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contets and to model real-life scenarios
- Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
- Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.
Our curriculum map is sequenced so that concepts and methods previously learnt can be connected to new learning, supporting students in understanding the coherent and connected nature of the subject, and ensuring they consolidate learning by continually using and applying it in a variety of contexts. We believe that all mathematics can be appreciated more fully once a student has a deep appreciation of the number system, therefore we put number sense and place value first to ensure that all understanding builds Our key stage 4 curriculum is designed to build upon skills learnt at key stage 3. At this stage in the curriculum students will now be following a foundation tier or a higher tier scheme of work.