Our intent is to build upon the knowledge and skills that have been mastered in a student's primary education by introducing and developing links to new areas of mathematics whilst promoting mathematical reasoning and problem solving.
At KS3 we broadly follow the aims and ambition of the national curriculum for mathematics. We aim to ensure that all students:
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.
The programme of study for key stage 3 is designed to build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
Key Stage 4
Our KS4 curriculum provides students with the skills and knowledge they need to become fluent in the fundamentals of mathematics. They will be able to reason mathematically, solve problems, develop arguments and justify and explain their answers. Through varied and purposeful practice they will be able to solve increasingly complex problems, applying their knowledge and skills accurately and efficiently. Mathematics helps to develop the resilience, confidence and independence that students need, whatever their next steps.
Planning
When planning our schemes of work, we aim for students to become fluent in the fundamentals of mathematics. There is time built into the year to allow for varied and frequent practice with increasingly complex problems over time. Students are encouraged to reason mathematically by following a line of enquiry, generalisations and developing arguments. When planning we consider and incorporate the following:
When planning lessons, we use pupil passports, IEP/EHCP documents and reading age data to ensure our students’ individual needs are known and correct strategies/resources are used. Each class has an annotated seating plan and teachers know there children well.
During department meetings we share good practice and use work scrutinies to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with SENDCo where appropriate.
Before each lesson
In every department meeting SEND students are discussed to identify any changes to individual needs, we discuss teaching strategies and pre-requisite knowledge.
Within the classroom we have a set seating plan to enable us to easily pinpoint SEND students and to ensure positive outcomes and timely support.
Entry routine
We welcome the students into the classroom, ensuring all students feel welcome.
We use routine and procedure to ensure all students know what to expect, e.g. the DIN task is always on the board or, where appropriate, printed out and on desks.
Where students are struggling to start the DIN task, this is noticed swiftly and we quickly support them in a positive way.
During teaching
We ensure we take cognitive load into account; handouts are created to provide students with all resources that are required.
New content is delivered using the I do/We do modelling. Students have clear examples in their books with appropriate steps or instructions. When needed it can be printed for the students.
Communication with the TA happens before/during the lesson.
Radar and circulation are used to ensure all students understand the task.
We pre-warn students when we are about to cold-call for questions.
When unknown or new individual needs show themselves during a lesson, we communicate this to SENDCo through the initial concerns form.
After each lesson
We reflect and adjust the next steps, sometimes after a discussion with the TA in order to address gaps in learning.
After each assessment
We mark the work of SEND students with clear comments tailored to them.
If we use whole class feedback we include models of excellent work as a learning tool. All students are given the opportunity to correct and improve their work.
