Mathematics

The department has seven full-time subject specialist mathematics teachers, and one dedicated HLTA (Higher Level Teaching Assistant).  We have six subject specific classrooms, with one designated classroom in the SEND hub.

The National Curriculum for mathematics aims to ensure that all students:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, to 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 mathematics curriculum is reviewed, improved and developed every year reflecting evidence-informed research, best practice and the needs of the students. It is designed to deepen students' understanding of core mathematical principles through a mastery approach; which focuses on the “why” of mathematics. The curriculum focuses on developing students in three strands of mathematical thinking – fluency, reasoning and problem solving. Students learn how mathematics underpins many real-world applications, discovering that the key skills and processes learnt in the classroom are used in practical, everyday situations, jobs and their future careers e.g. problem-solving and data analysis.

Our curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before. Opportunities for retrieval are frequent e.g., in starter activities and interleaved knowledge is specifically identified, thus linking topics. Consistent methodologies for key topics ensure students progress through the curriculum with confidence. Students are challenged at all stages in their learning journey and are well-prepared for their GCSE examinations.

Each unit has a mini assessment, called a check up, approximately every two-three weeks; students will receive individual feedback to identify their strengths and any gaps in knowledge. ‘MAD’-time (Make-A-Difference) follows ensuring gaps in knowledge are filled before progressing with the learning journey.

A student's mathematical learning journey is designed to motivate and inspire them through links to the bigger picture which could include, for example, careers, links with other subjects, cultural links, and the achievements of mathematicians from around the world. Students are challenged to think hard and to work independently.