“Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.” –
William Paul Thurston
Designed to develop INDEPENDENCE
Pupils experience a curriculum which is fully inclusive; through scaffolding we enable all pupils to access the knowledge and skills regardless of their starting points and barriers to learning.
We encourage pupils to develop a growth mind-set and positive attitude towards mathematics. Pupils will become more confident and fluent with numbers, seeking connections to real life, and using previously learnt skills to tackle more complex problems.
Balanced and Diverse
Designed to develop COMMUNITY
Our fully inclusive curriculum encourages pupils to respect themselves, and each other as we examine situations where mathematics applies in real life, and demonstrate British Values as they work with each other, and independently, on a wide range of engaging tasks.
Pupils will be exposed to tasks which are designed to excite and spark interest and curiosity. We prepare pupils for life beyond the school by allowing pupils exposure to mathematics in the real world, ensuring pupils can make the link from classroom to career to ensure that they do not view learning mathematics as a redundant practise.
High Quality: rigorous, Coherent and Sequenced
Designed to develop EXCELLENCE
Designed to ensure we spark curiosity and inspire aspirations.
Our five-year spiral curriculum has been designed to encompass the key skills outlined in the KS3 and KS4 curriculum. Topics are interweaved throughout the units of learning to ensure pupils are fluent in key skills and develop recall.
Our pupils are exposed to a variety of tasks, challenges, and scenarios to promote independence and resilience. Pupils are motivated to explore, understand, and strengthen their subject knowledge by making learning relevant to every-day life.
Stimulating and Demanding
Designed to ensure we spark curiosity and inspire aspirations
Our curriculum is stimulating and demanding which aims to provide pupils with a solid foundation for understanding how mathematics works in the wider world, the ability to problem solve, to reason mathematically, as well as an appreciation of the beauty and power of mathematics.
We have high expectations and are committed to delivering excellence; being relevant in changing educational and social environments therefore providing positive and progressive educational opportunities and experiences for all, expanding their learning beyond the classroom.
Mathematics is an innovative and highly interconnected subject that has provided the solution to some of history’s most complex problems. It is vital to everyday life, and essential for financial literacy. Not to mention being a requirement for most forms of employment.
The rationale behind our curriculum lies within the NCETM (National Centre for Excellence in the Teaching of Mathematics) Maths Hub Programme as well as the 2014 National Curriculum, which states:
• The expectation is that most pupils will move through the programmes of study at broadly the same pace.
• Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through added content.
• Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Our curriculum has been rigorously planned for depth not speed, with the understanding that everyone can learn mathematics to the highest level. Lessons are structured to enable pupils to become more literate and numerate, by making connections and communicating what we think. We respect mistakes and encourage pupils to understand mathematics through creativity and problem solving.
We closely monitor pupils, especially specific groups (such as SEND, DP, MA) and intervention, where necessary, is planned to reduce gaps which will allow students to meet their targets.
Our curriculum is a five-year learning journey which considers the different starting points from KS2. TheKS3 curriculum is taught to effectively meet the needs of all pupils within each cohort.
Pupils start the learning of each unit by completing a diagnostic assessment. This ensures lessons are adapted to the pupils needs; we use the connect part of the lesson to reinforce mathematical fluency to aid further progress.
Clear modelling strategies are used to enable pupil understanding. Problem solving and reasoning questions expose pupils to more complex mathematics, and allow them to build up a resilience, particularly when dealing with more complex problems.
Use of mathematical vocabulary throughout the five years will support pupils understanding further and allow them to break down more complex GCSE problems.
Pupils who develop rapidly, and grasp mathematical concepts more quickly, will be challenged with the use of enrichment tasks and more sophisticated problems rather than move on to next year's learning.
We use live marking, in every lesson, to address misconceptions. Teachers use mini-whiteboards to check for whole class understanding.
Furthermore, teachers will provide feedback on all summative assessments at the end of each unit of learning. Pupils will then be given time to improve their learning by revisiting any misconceptions and reworking these questions with support from their peers and/or their teacher. Pupils will reflect on their learning by completing a personalised learning checkpoint which signposts links to Hegartymaths video clips so pupils can revisit any areas of concern.
Pupils will use Hegartymaths for Independent practice. There are three key tools which pupils are encouraged and trained to use within Hegartymaths.
Fix it – pupils watch a video to refresh their knowledge for area did not perform too well on.
Memri – pupils' complete questions which historically they have performed well on. This is a form of
revision and retrieval, personalised to the pupil.
Tasks – these are set by the teacher using the clip numbers embedded within the learning overviews of the curriculum.
In Mathematics, we believe that mathematical teaching should focus on the needs of the pupil, engraining enrichment activities into the heart of the curriculum itself, rather than being a bolt on. Our pupils are exposed to a variety of tasks, challenges and scenarios developed to enrich their learning and personal development.
Lessons which encourage mathematical thinking and relevance to every-day life allows pupils to develop their skills, confidence, and leadership; working independently, or within a group to enhance their learning experience.
We provide a rich and varied enrichment program including:
Participation in the UKMT programme. This is a 60-minute, multiple-choice challenge. The questions encourage mathematical thinking, precision of thought, and fluency in using basic mathematical techniques to solve interesting problems. The problems are designed to make students think. Most are accessible, yet still challenge those with more experience.
Links to local colleges, where pupils participate in booster workshops. These encourage pupils to foster an interest in pursuing maths at A level.
Regional maths competitions. These competitions give pupils the opportunity to tackle a variety of engaging mathematical activities while developing teamwork and communication skills.
The study of mathematics will allow pupils to develop a thirst for knowledge, and an ability to solve problems, not just related to maths, but related to the outside world.
Our curriculum provides a varied and rich learning opportunity for all pupils, by revisiting key concepts throughout the five years; pupils will access a variety of questions and solve problems of increasing difficulty to cement understanding and develop recall.
Through critical thinking and the use of appropriate maths terminology, pupils will be able to build resilience and character through problem solving and be able to apply this to the outside world as they navigate into adulthood. Pupils will be given an understanding of financial matters, which are necessary for all adults. Allowing pupils to make links between topics taught, vocabulary used and future careers.
Contact Head of Department:
Mrs Adam - B.Adam@smithillsschool.net