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The purpose of the maths curriculum is to provide a secure understanding of mathematical concepts, from basic principles of mathematics to complex topics that combine several areas of study into a single question. The curriculum promotes retention of knowledge and a depth of learning rather than an accelerated curriculum, resulting in pupils who are confident in taking their studies further into sixth form, university and beyond.

In all year groups, there is an intentional focus on numeracy which will support pupils not only in their study of maths but will also enable them to access mathematical questions in other subjects.

The maths curriculum promotes a consistent approach to lesson delivery by linking lesson structure to the Rosenshine Principles of Instruction, in line with United Learning’s centralised teaching and learning approach.

We use these principles because cognitive research (e.g. Kirschner, Sweller and Clark, 2006) suggests that students need a large amount of subject knowledge in their long-term memory to become competent in any subject. In maths, pupils will be far better equipped to apply mathematical thinking to a problem if their working memory is not overloaded with basic calculations. Therefore, our curriculum always emphasises secure content knowledge before moving onto problem-solving tasks. This is a step away from discovery-based learning and acknowledges the gap between teachers as experts and pupils as novices, with the key point being that we cannot expect pupils to show mathematical expertise until they have acquired fluency with numbers.

The development of long-term memory is supported by a curriculum that focuses on interleaving content, regular low stakes quizzing, daily starter grids that review prior learning, and formative assessments that feed into teacher planning to close gaps in knowledge. Consistent review of key content is integral to the structure and order of the curriculum itself. Teachers use Hegarty Maths, and Sparx to review this content as homework.

Our curriculum is designed to provide a challenge for all learners. Teachers are expected to adapt resources for the needs of their students. We use carefully constructed resources that exemplify accessible methods for students and teachers. We provide an opportunity for challenge by depth rather than accelerating through the curriculum. In Key Stage 4, exam questions focusing on the specification objectives AO1/2/3 are used, when appropriate, to assess understanding of core fluency and application of it in context.

The mathematics department recognise that for students to aspire and be successful academically and in the wider areas of their lives, they need to be given rich and sustained opportunities to develop their cultural capital. In maths lessons we provide knowledge and understanding of financial matters, provide opportunities to think critically about how information is presented to them and discuss the contributions different cultures have made to our mathematical knowledge and understanding.

Maths is the key to unlocking a variety of rich and varied career pathways as well as allowing students to develop key transferable skills such as problem solving, analytical thinking and communicating effectively.

Mr Simon Little - Director of Maths

Mr Martin Armstrong - Second in Maths KS3

Mr Andrew Osborne - Second in Maths KS4

Mr Mark Ashton - Teacher of Maths (PT)

Mrs Viv Ross - Teacher of Maths

Ms Gemma Whiteoak - Teacher of Maths

Ms Pamela Brady - Teacher of Maths 


Curriculum Maps


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