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Curriculum Road Map: Maths
Curriculum Statement: Maths

Scope

Mathematics at KS3 has been developed using the White Rose Maths scheme of work which ensures all elements of the National Curriculum are followed and provides an extensive range of resources that can be adapted to the individual needs of our pupils. At KS4 Mathematics is delivered following the Edexcel two-year scheme of work to ensure all students have the full coverage of the GCSE syllabus delivered to them regardless of their previous maths coverage in other establishments. The GCSE course is divided into two tiers, Foundation and Higher. Pupils are encouraged to follow the most challenging tier they can cope with and the final decision regarding the tier of the examination they will sit is made based on the individual pupil’s ability; this decision is held off for as long as possible to accommodate any late developers. At KS5 students study A-level Mathematics and Further Mathematics where they will follow the OCR MEI two-year syllabus. Our sixth form students have consistently achieved a 100% pass rate at A-Level Mathematics with the majority achieving grades A and B and proceeding to university to study Mathematics, Medicine and Engineering.  We review our curriculum annually to ensure that we are providing a bespoke and supportive syllabus for students.

Coherence

The maths curriculum develops fluency, reasoning and problem solving throughout KS3 and KS4. These over-arching threads are embedded as progression is made through the National curriculum content areas of:

  • Number

  • Algebra 

  • Ratio, proportion and rates of change 

  • Geometry and measures 

  • Probability 

  • Statistics 

By being consistent across the department and all key stages in our delivery of the syllabus and with the mathematical methodology taught students are able to develop their memory and recall skills efficiently. Students become familiar with the processing and problem-solving skills they need to make progress in their learning.

Curriculum Sequencing

Progression in mathematics is made by building upon previous skills and knowledge and as such the sequencing of the mathematics curriculum at KS3 and KS4 follows a logical pathway to achieve the required level of competency. The mathematics curriculum allows teachers to see exactly what students are meant to cover in each year, what students have already covered in previous years and where a topic will be revisited and extended in the future. It also supports teachers and pupils to see links between topics e.g. Multiplicative Relationships connects similarity, currency conversion and unit pricing among others.

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Rigour

The mathematics department follows the whole school policies for teaching and learning, and assessment and monitoring. A typical mathematics lesson commences with a short diagnostic session that identifies any misconceptions from previous learning and allows them to be addressed swiftly to prevent them becoming embedded. The lesson then develops the next phase of the topic providing the pupils exploration and practice opportunities. Student progress and attainment is monitored through effective, targeted questioning and monitoring of their written work during the lesson.

Memory

From the Spring term onwards fortnightly low stakes review quizzes will make pupils revisit topics learned last lesson, last week and last term to ensure that the new knowledge they have gained will be stored in the long-term memory.

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The Mathematics department has worked with Bolton University to provide extra expertise and breadth of delivery. The department is closely connected to the Advanced Maths Support Programme that provides student support and training along with an extensive range of CPD for staff.

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Pedagogy

Mathematics lessons are structured around the 5 Ps in line with the whole school policy for teaching and learning. The short diagnostic quiz is the Do Now task in all lessons on entry to focus the pupils’ thoughts on their learning. Challenge is provided for each student through differentiated pathways and tasks accessed through our range of digital online platforms and class teaching.

Assessment

Formative assessment is applied in every lesson, from the Do Now Diagnostic Question task, through verbal and written classwork and feedback to exit tickets and plenaries to review the learning that has been achieved.

 

Summative assessment is designed to identify the gaps individual students may have in their learning and allow timely intervention through question level analysis and written feedback identifying the areas of improvement required to ensure the individual student is prepared to make the next step in their learning journey.

Culture

The Mathematics department is staffed by skilled specialist who are enthusiastic about their subject and have a desire to inculcate this enthusiasm and appreciation of Mathematics in all their students. A culture of positive reinforcement and appreciation of effort is generated through rewarding and praising a “Growth Mind-Set” in pupils in line with the UCS whole school policy.

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Systems

The Mathematics department communicates officially at weekly meetings that ensure that all staff are aware of current developments and deadlines. Staff CPD is discussed at the weekly meetings and in more depth at personal one to ones with the Head of Department so that the CPD offered is tailored to the individuals needs and aspirations. All members of the department are encouraged to be involved in the local mathematics hubs and wider forums to ensure we are abreast of the current trends, policies and best practices; this feeds in to the continuing development and updating of the Mathematics curriculum.