Mathematics
Mathematics Curriculum 3 I’s
Vision and Intent
The Mathematics Curriculum at Maltings Academy is designed to allow students to know more, understand more and remember more, for all doors to be open to students when they finish their time at the Academy and develop our students to be not just life long learners but are also life long problem solvers.
The Maltings Mathematics curriculum will enable learners to:
To develop learners to have a set of behaviours to help them achieve after they have left the Academy.
Students are ready to learn, respectful to members of their community and also resilient when facing challenges throughout their lives.
Students use their knowledge, logic and reasoning when tackling problems and are methodical in their approach to solving problems.
Students experience success, realise that learning and success is not linear but also know what to do if they do not succeed, realise that they build on their understanding and that it is possible to fill gaps in understanding to improve. We want to remove the perception that students who are good at Maths are simply gifted mathematicians.
For students to have a variety of opportunities to learn, enjoy Maths and build positive memories from their experiences.
Subject Implementation
The Maths curriculum is delivered through 4 lessons a week at KS3 and 4 lessons a week at KS4. Students engage in specifically sequenced lessons from an assessment led and knowledge mapped SoL and teachers teach for Mastery using the ‘Dimensions of Depth model’. The progression through the stages of the ‘Dimensions of Depth Model’ allows students to develop confidence, deep understanding and retention of information.
The implementation of the Mathematics curriculum includes:
An assessment led and knowledge led scheme of learning which means each student studies the full curriculum and is not narrowed for either Key stage.
The curriculum learning journey is mapped out for students to build on previous understanding and prepare learners for employment or the next step in their education. The curriculum is designed to engineer success using a systems approach.
Teachers focus on the learning objective, how to present it to students and how students will absorb the information, checking understanding and adapting if required before moving through the ‘Dimensions of Depth model’. Regular low stakes assessment, gap filling and feedback sessions allow students to build confidence and improve before moving to new learning.
Staff know that the learners need to have understanding of declarative knowledge and procedural knowledge before moving onto conditional.
Each lesson will incorporate the DTT strategy of ‘Diagnosis, Therapy and Testing’. Teachers check students learning through AFL strategies, ‘Cold Calling’ and circulating during the independent work phase, feedback to students is given, gaps in understanding are filled and misconceptions removed, students then do a checkpoint activity which is usually a number of questions to make sure the therapy phase has been successful.
Teachers adapt for the needs of SEND learners and work closely with the SEND team to provide students with a learning experience which meets their needs.
Homework is set to consolidate learning that has taken place in the classroom and highlights where students may have gaps in understanding and allows teachers to target the recall work for learners.
Vocabulary and key terms are referenced in each lesson. Students communicate, reason, justify and explain using correct Mathematical terminology.
Students are given time in lessons to practice what they have learned. Sufficient time on task in lessons will help new learning to become embedded.
Subject Impact
The Mathematics curriculum at Maltings Academy will enable students to make links to previous understanding before building new understanding. By teaching for mastery and understanding that students must have secure substantive knowledge before building conditional understanding, students will be able to do more, know more and remember more.
A Maltings Academy Mathematics student will:
Be resilient problem solvers and analytical, which are all transferable skills for further education, training and employment.
Be able to use reasoning, justify, explain, convince, use familiar and unfamiliar context and be aware of potential errors.
Be informed citizens who are financially responsible, with regards to value for money by solving best buy problems and knowing the difference between simple interest and compound interest for savings.
Leave with the behaviours of a Mathematician, to be lifelong learners and lifelong problem solvers.
Mathematics Journey Map
Mathematics Key Stage 3
Mathematics Key Stage 4