Maths

Intent

Our mathematics curriculum is intended to provide students with skills essential in becoming financially literate and numerically competent. We are steered by the National Curriculum and use its guidance to ensure students have ‘the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject’ (NC page 108).

We believe that a high-quality mathematics curriculum encourages students to become fluent in the fundamentals of mathematics, to be able to reason mathematically and to solve problems.

Our intention is that during their time at the school, students will gain greater knowledge, skills and understanding of the following key mathematical concepts and learning:

⦁ Developing fluency: consolidation of numerical and mathematical capabilities from Key Stage 2 through to Key Stage 4; extend knowledge of the number system and place value; use of appropriate calculation strategies; and develop algebraic and graphical fluency;
⦁ Reason mathematically: understand and use the number system with confidence and make connections between number relationships; extend and formalise understanding of ratio, proportion and rate of change; identify variables and express relations between variables algebraically and graphically; construct and interpret appropriate tables, charts and diagrams; and record, describe and analyse the frequency of outcomes of simple probability;
⦁ Solve problems: develop mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems; interpret and solve problems including financial mathematics; and select appropriate concepts, methods and techniques to apply to unfamiliar, non-routine and increasingly sophisticated problems.

Implementation

In Key Stage 3, mathematics is taught every day for an hour. Please see the mathematics KS3 Curriculum Map for more information.

At Key Stage 4, students have the opportunity of undertaking a mathematics qualification via an Entry Level or a GCSE programme of study.

We are keen to ensure that the teaching of reading is explicit in all areas of the curriculum: in mathematics this includes the learning and use of key mathematical terms and phrases as well as the reading of mathematical problems.

Impact

We monitor the impact of our teaching of mathematics through formal in-class assessments 3 times a year at Key Stage 3 and through exam board led assessments at Key Stage 4 as well as via our monitoring of the Quality of Education throughout the school.