“Encourage each other and build each other up” (Thessalonians 5:11)
Subject Leader- Miss G Patten
Intent:
The intention of the mathematics curriculum is to provide all pupils with the depth of knowledge and mathematical skills to be able to solve new problems in unfamiliar situations. Pupils will be able to apply the techniques and skills learnt in mathematics lessons to their mathematical studies, all areas of the curriculum and everyday life.
Our main aims are to:
- Live: Ensure every pupil becomes fluent in the fundamentals of mathematics in order to make appropriate choices from a whole toolkit of methods, strategies and approaches preparing them for day to day life and the workplace
- Love: Ensure pupils have the relevant mathematical knowledge and skills to think mathematically explore relationships and connect ideas
- Learn: Develop curious and creative learners who are intrigued by the representations, structures and language of mathematics
The study of mathematics at Edward Peake is underpinned by four main concepts: fluency, mathematical thinking, representations and structures and the language of mathematics.
Fluency:
- Pupils quickly and efficiently recall facts and procedures
- Pupils move between different contexts confidently
- Pupils understand different representations of concepts
- Pupils recognise relationships and connections within mathematics
- Pupils have a toolkit of methods, strategies and approaches
Mathematical thinking:
- Pupils look for patterns to discern structure
- Pupils explore relationships and make connections between ideas
- Pupils reason logically
- Pupils explain and discuss ideas, conjectures and proofs
Representations and Structure
- Pupils use a variety of representations to develop a deep understanding of concepts
- Pupils use Stem sentences to represent concepts
- Pupils use representations to understand and explore the structure of mathematics
Language of mathematics
- Pupils are confident using mathematical language in their written work in maths lessons
- Pupils use mathematical language to discuss mathematics
- Pupils explain their reasoning using mathematical language
Implementation:
Pupils are encouraged to broaden and deepen knowledge whilst showing a positive attitude to learning. The intent is implemented through the structure and progressive learning within mathematics lessons. Our teaching for mastery approach ensures that pupils are exposed to different representations and structures which allows for deep and sustainable learning. Using mathematical language to describe representations and explain mathematical reasoning allows pupils to become fluent with working in the abstract.
| Live: Ensure every pupil becomes fluent in the fundamentals of mathematics in order to make appropriate choices from a whole toolkit of methods, strategies and approaches preparing them for day to day life and the workplace | Love: Ensure pupils have the relevant mathematical knowledge and skills to think mathematically explore relationships and connect ideas | Learn: Develop curious and creative learners who are intrigued by the representations, structures and language of mathematics | |
| In the classroom |
At Edward Peake mathematics is taught using a teaching for mastery approach in mathematics to ensure pupils are given a deeper and broader understanding of the key mathematical concepts rather than being accelerated quickly through new content. Schemes of Learning At Edward Peake we use White Rose Maths planning and resources. Topics are broken down into steps and concepts are revisited regularly to ensure depth of understanding. At Edward Peake each lesson is broken into small steps to make new knowledge explicit to pupils. This allows pupils to take responsibility for their learning and to reflect regularly on their learning. Which supports pupils to retain the new knowledge learnt in lessons. Formative Assessment Scaffolded and targeted questionings along with Wipeboards are used to assess pupils’ knowledge of new concepts. Verbal feedback is used daily to support pupils’ progress. Deep marking is completed by the class teacher of an assessment task at the end of each block. Pupils respond to the marking and identify areas they need to practice. Summative Assessment At the end of a term, children’s learning will be assessed using White Rose assessments. These results are analysed and strategies and support are planned by the class teachers in collaboration with the subject leader. |
Cross Curricular Links Pupils regularly have opportunities to apply the knowledge and skills learnt in mathematics lessons in other subject areas. Subject Leaders in other areas incorporate numeracy and mathematics in their curriculum plans. Knowledge Pupils ability to recall and apply knowledge is applied to real life contexts regularly in maths lessons. Skills Resources, tasks and questions used in mathematics lessons develop pupils’ reasoning and problem solving skills. |
Lesson Structure Mathematics lessons at Edward Peake are planned to ensure pupils make progress within lessons and over time. Most lessons will start with flashback questions to revisit prior learning. New learning is introduced in small steps with pupils’ knowledge being developed by using different representations, modelled examples, mathematical language and STEM sentences. Pupils have the opportunity to develop fluency in mathematics by applying their knowledge working on increasingly complex questions/problems. Pupils reflect on their learning by mini plenaries to discuss misconceptions or consolidate new knowledge and/or vocabulary. Language and discussion Pupils are expected to explain their work and reasoning using different representations. There is a high expectation for pupils to use, model and apply the vocabulary in their verbal and written reasoning. We expect all pupils to use the correct mathematical language and develop the use of full sentences, stem sentences, in their verbal and written explanations of their learning Challenge and Scaffolding The large majority of our pupil’s progress through the curriculum content at the same pace. Practical equipment, diagrams and mathematical models are used to support pupils to make connections between the real world and abstract concepts. This allows all pupils to access the mathematics curriculum . Pupils are challenged with deeper thinking questions, applying their knowledge to more complex problems. Pupils are challenged to explain their reasoning and use different representations. |
| Out of the classroom |
Feeder Schools and Upper Schools We have strong links with our feeder and upper schools to work collaboratively to develop our curriculum and assessments. This ensures our pupils are well prepared for their next step in education. Maths leaders Year 7 and Year 8 pupils are given the opportunity to become maths leaders. |
Extra-curricular clubs A range of clubs are available including chess club, logic puzzles club, and games club Businesses Money Sense workshops are organised throughout the year to develop students’ financial knowledge and ability to apply mathematical knowledge and skills to real life situations Maths leaders Maths leaders lead and organise events, competitions and clubs and develop new initiatives in the maths department and help other students. |
Homework Pupils are set homework weekly. We use mymaths and Diagnostic Questions. Diagnostic questions allow pupils to share their reasoning with their teacher, allowing pupils to consolidate their use of mathematical language and STEM sentences. Challenges or mathematical investigations are set weekly to develop pupils’ resilience and perseverance skills. Maths Challenges Students have opportunities to take part in maths challenges individually and as a team. Interventions and Support Students’ progress is closely monitored following teachers’ end of unit assessments and summative assessments to ensure we intervene quickly to support students falling behind. |
Impact:
Pupils achieve academically, are ready for their next steps in education and have high aspirations for their future.
| Live: Ensure every pupil becomes fluent in the fundamentals of mathematics in order to make appropriate choices from a whole toolkit of methods, strategies and approaches preparing them for day to day life and the workplace | Love: Ensure pupils have the relevant mathematical knowledge and skills to think mathematically explore relationships and connect ideas | Learn: Develop curious and creative learners who are intrigued by the representations, structures and language of mathematics |
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A high proportion of pupils meet age related expectations. Pupils make the progress expected of them or better in mathematics. Pupils have a positive attitude to learning mathematics. They are confident and keen to be challenged. |
Pupils are able to apply their mathematical knowledge to solve problems in real life contexts Pupils believe they can be successful in mathematics lessons A high proportion of pupils meet age related expectations |
Pupils enjoy learning maths. Pupils are able to reason mathematically using the correct mathematical language. Pupils are able to work collaboratively and independently to solve new problems in an unfamiliar context. A high proportion of pupils and in particular disadvantaged pupils meet age related expectations |
