Maths

Mathematics Curriculum Statement

Across our school, we have a culture of ‘everyone can do maths’ for both adults and children. We want all pupils to experience success no matter what their starting point and our curriculum means that every student will leave the secondary phase with a formal qualification in Mathematics.

We encourage all of our pupils to progress further in their education and recognise the central importance of maths to: functioning as citizens in an ever-changing world; securing education, employment or training; and, to local industry.

At The Oaks Academy every pupil will learn to reason mathematically and will become fluent in the fundamentals of mathematics. Every pupil will be able to enquire and rationalise. Every pupil will feel safe in their maths environment and confident in the mathematical knowledge they have gained.

How do we exceed the ambition of the National Curriculum that makes our curriculum exceptional?

National Curriculum

The national curriculum for mathematics aims to ensure 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Exceeding ambition

• By teaching a mastery approach our pupils will develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment.

Here's our Maths Curriculum Road Map:

Intent

We believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for everyday life and future employment. Our mathematics curriculum will give students the opportunity to:
•   become fluent in the fundamentals of mathematics, 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and preserving in seeking solutions.
•   can communicate, justify, argue and prove using mathematical vocabulary.

Implementation - What does learning look like?

We consider progression in mathematics to be a spiral - students come to us in Year 7 already equipped with knowledge and skills in number, algebra and geometry. During their time with us, they will return repeatedly to this set of knowledge and skills - each time developing the deeper understanding and skills to tackle more complex problems independently.

In Years 7, 8 and 9 (Key Stage 3)

Students follow a scheme of work based around the White Rose scheme that has a mastery approach to the teaching of mathematics for understanding. A spiral curriculum basing future teaching on the building blocks taught previously. Concepts that are broken down into small connected and structured steps enabling application to range of contexts with variation to develop deep and holistic understanding, procedural fluency and repetition of key facts to free up working memory. Manipulatives and multiple representations are used to build and scaffold learning.

In Years 10 and 11 (Key Stage 4)

Students continue to follow a teaching for mastery approach with a spiral curriculum. Each lesson builds on the previous lessons content or understanding. Each unit of work has several blocks within it covering key skills. At the end of each block there is a small test that can be used to inform planning going forward. Assessments at the end of each half term are based on actual exam papers utilising real grade boundaries with question level analysis to pin point areas of strength and weakness.

Impact

Outline the assessment procedures and how assessment is used to impact outcomes.

At KS3 we assess pupils via Key Performance Indicators (KPI’S), in which teachers use their expertise and detailed knowledge of the pupils’ work to identify how successfully they are currently mastering each key skill.

Throughout all years, appropriate arrangements are made by the class teacher to accommodate any specific special needs that a pupil may have, thus enabling them to participate fully in Mathematics. Quality Marked Formative Assessments are embedded into the curriculum to regularly check pupils' understanding of the Maths curriculum against the subject specific Key Performance Indicators. Assessments of pupil performance take place at the end of every unit of work via Quality Marked Summative Assessments, pupils then reflect on their individual performance, analysing the reasons behind any poor achievement. The teacher will then put some individual bespoke teaching in place to redress any weaknesses in learning and the learner will be asked to complete a follow up task to show that the weakness has been redressed. Teachers provide bespoke interventions based on the outcomes of the Quality Marked Summative and Formative Assessments.

Cultural Capital Opportunities linked to Personal and Character development

Pupils are exposed to a wide variety of situations through the questioning in maths to develop their awareness of the World around them and equip them with the mathematical skills they will need in order to run their lives. The department offers KS3 a variety of extra-curricular options: Mathematics Clinic, after school club.