Maths

Mathematics curriculum philosophy and intent statement

Instead of seeing mathematics as a set of abstract, disconnected topics, students should perceive the relationships between important mathematical ideas and concepts.  As students build connections and develop skills, their understanding deepens and their knowledge grows.

Students have opportunities to learn increasingly more sophisticated mathematical ideas relative to their mathematical ability and prior attainment. We provide opportunities within the curriculum to review mathematical content but this does not make up a significant part of learning time. Pupils are exposed to a standard of mathematics which accounts for and builds upon concepts already studied, and prepares pupils for the increasing challenge of mathematical problem solving they will be faced with at higher levels of study and within some areas of employment.

Pupils are shown from an early stage that mathematics is not about following simple, algorithmic procedures.  Learning the basics is important but an early emphasis on applying these basics alongside reasoning skills to solve mathematical problems allows pupils to see the interconnected nature of mathematics. Lesson structure across the faculty ensures that pupils are challenged to demonstrate proficiency in these three core strands of the mathematics curriculum: Fluency, Reasoning and Problem Solving.  When challenged with appropriately chosen mathematical tasks, students become more confident in their ability to tackle complex problems, eager to figure things out independently, flexible in exploring mathematical ideas, and willing to persevere when tasks are challenging.

Teaching staff continually gather information about their students through questioning, written classwork, homework and assessments. They use their expert knowledge to address pupils’ key misconceptions about topics and know when it is appropriate to review or revise a topic or mathematical idea. Homework and unit assessments are carefully designed to focus on and support pupils’ development of fluency, reasoning and problem solving.

It is this sharp focus on connecting mathematical concepts through problem solving that allows our pupils within maths to become enthusiastic and lifelong mathematical thinkers.

Mathematics Curriculum Content

Though separated into apparently distinct domains such as Number, Algebra, Statistics and so on, the highly-interconnected nature of mathematics allows pupils to experience a naturally interleaved curriculum which develops and consolidates connection across mathematical ideas and encourages them to apply their knowledge where relevant in other contexts.

The mathematics curriculum naturally spirals through a very wide range of topics throughout key stages 3, 4 and 5, consolidating and extending pupils’ knowledge of the number system and introducing the necessary formal knowledge required to interpret, structure and communicate solutions to mathematical problems in algebra, statistics and geometry.

Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Our curriculum for mathematics throughout the key stages centres on the learning of key mathematical knowledge which ensures that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Though separated into apparently distinct domains such as Number, Algebra, Statistics and so on, the highly-interconnected nature of mathematics allows pupils to experience a naturally interleaved curriculum which develops and consolidates connection across mathematical ideas and encourages them to apply their knowledge where relevant in other contexts.  The mathematics curriculum naturally spirals through a very wide range of topics throughout key stages 3, 4 and 5, consolidating and extending pupils’ knowledge of the number system and introducing the necessary formal knowledge required to interpret, structure and communicate solutions to mathematical problems in algebra, statistics and geometry.

The subject content that pupils experience falls into the main set of categories:

• Number
• Algebra
• Ratio, proportion and rates of change
• Geometry and measures
• Probability
• Statistics

Content is taught such that related concepts are met largely in isolation in early skill acquisition phases, using the principles of Explicit Instruction and Cognitive Load Theory, and then carefully brought together as pupils experience other related parts of the curriculum.

Our high-quality mathematics curriculum provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Mathematics Curriculum Offer

Key Stage 3 - Pupils study a scheme that covers Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability and statistics.  The scheme is broken into three pathways, Pi, Theta and Delta, which allows pupils to secure their understanding at a level appropriate to their prior attainment.  Pupils who grasp content rapidly will generally follow the Delta programme which allows for greater challenge through the use of rich and sophisticated problems as opposed to simply providing new content.

Key Stage 4 -  Pupils will study for either Foundation GCSE or Higher GCSE.  In some cases pupils may follow a Foundation programme and progress onto Higher before the end of GCSE exam, and vice versa.

Key Stage 5 - Pupils study Edexcel A Level Mathematics which covers Pure Mathematics, Mechanics and Statistics.  Pupils who are likely to go on to study Mathematics, or a Mathematics based subject such as Physics, beyond A-Level have the opportunity to study Edexcel Further Mathematics A Level.