Mathematics Curriculum Intent, Implementation and Impact.
Intent
Mathematics is all around us and vital to our lives. The practical skills that we require in society vary from the mundane, like keeping track of our personal finances or measuring quantities when cooking to the complex like using Bayesian analysis to combat terrorism or using prime numbers to protect our personal data in cyberspace. Mathematics also provides the structure and language for scientists and economists to convey their theories and discoveries. Mathematicians have also developed ways to illustrate ideas through pictures: Rene Descartes displayed algebra through graphs and Florence Nightingale displayed data in charts. These ideas help us to understand concepts which words are insufficient to convey succinctly.
Having said all this, mathematics has a beauty of its own and it is worth studying in its own right. Although it is a totally man made subject, built on axioms and theorems, as you study more there is evidence of a creator in the structures that are found.
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In Key Stage 3 we develop basic skills in calculation and algebra whilst leaving space to challenge pupils. They have fun solving problems in a non-threatening way, building up their resilience in tackling difficult questions. In Year 9 we complete our coverage of the National Curriculum whilst also starting the study of GCSE mathematics.
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In Key Stage 4 we focus on consolidating the knowledge, understanding and skills required for the GCSE. From the mock examination in Year 11 we focus on revision and on students developing a clear strategy for solving problems. The GCSE is a good basis for the mathematics needed in life and also provides an excellent springboard into A-level.
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In Key Stage 5 we offer A-level courses in Mathematics and Further Mathematics. These both involve mathematical methods which lead to real life problem solving and modelling of situations. We have chosen our specification for its emphasis on applying mathematics to real life situations.
Implementation
The Mathematics curriculum has been designed with plenty of opportunity for students not only to build cumulatively on the knowledge that they continue to acquire, but that they also have regular opportunities to revisit and refine what has been learnt through a spiral structure. The purpose of this is to allow students to appreciate that no single mathematical concept exists in isolation, but that the discipline is an integrated whole.
Through the coherent sequencing of units, students are given opportunities to be curious and to explore the many patterns and structures within the subject. For example, knowledge of factors, operation with fractions, and rules for simplifying algebraic expressions are all referenced when introducing students to manipulating surds.
In each unit we will ensure that all students develop a deep understanding of fundamental concepts, achieve fluency in their mathematics, and are able to recall and apply knowledge rapidly and accurately. Students will also learn how to reason mathematically and apply their mathematics to variety problems with increasing sophistication. At KS3 we will teach fewer things in greater depth. This means more time may be spent on one topic to secure thorough understanding of key concepts in order to underpin the development of versatile problem solvers. students will be further challenged by questions that require deeper understanding and more complex problem solving in the focus topic before moving on to the next.
Subject expertise allows the intentions of our Mathematics curriculum to be executed successfully. Teachers use their subject knowledge to cultivate a classroom culture where the discussion of mathematical ideas is promoted and through these discussions mathematical vocabulary is expanded. Each teacher has autonomy in the classroom. However, we choose to plan lessons and activities as a collective, together developing a range of different activities to engage students in improving their reasoning and problem-solving skills.
Our schemes of work are built on the foundation of skills and knowledge acquired during Key Stage 2. We take time to ensure that students have the pre-requisite skills to maximise their participation and engagement, developing confident mathematicians who are not afraid to take risk. The interleaving design of curriculum means that topics are revisited throughout the course and addressed in further depth each time, again building on prior knowledge.
Following the completion of each unit (topic) an assessment is completed. This provides an opportunity to determine students’ strengths and weakness and thus informs our planning. Following assessments, summative and formative, we further consolidation or offer greater challenge where appropriate.
The topics covered in each year are in the links below:
Further Maths A Level Curriculum Map
Impact
When students come to the end of their time at Archbishop Tenison’s, they can think, talk and act mathematically. They are confident in applying their knowledge to enable them to be both financially and data literate, skills which will allow them to positively contribute to society in any field they choose. They have developed an understanding of the beauty and the relevance of mathematics in our society and many will continue to study maths Post 16.
Many of our pupils excel in mathematics. We often have a high proportion of those who do Higher Tier GCSE going on to do A-level mathematics. Our students’ grades are outstanding putting us in the top 25% of institutions offering A-level for student progress. We also have a small group of students who take Further Mathematics each year. At least half of these go on to study Mathematics at University.
Maths and the Christian Vision of our School
Through our maths curriculum, we intend to develop pupils’ character; children who are motivated to be the best that they can be, and pupils’ resilience; children who have the ability to learn from mistakes to improve. Pupils are encouraged to be reflective learners by developing their mathematical vocabulary to explain their thinking, recognising that through making mistakes, deeper learning can take place. Increased confidence through a growth mindset approach enables pupils to ‘have a go’, to be excited by challenge and persevere to work to learn something new. Mathematics staff at Archbishop Tenison’s offer positive verbal encouragement to improve children’s resilience and provide regular opportunities to practise skills and work collaboratively in order to develop confidence, tolerance and respect.
Our maths curriculum is geared towards our goal of ensuring that our pupils are ready ‘for life in all its fullness’ because the school firstly teaches and embeds the required knowledge and skills at each year group level, and then provides each child with the opportunity to apply what they have been taught. Studying mathematics at Archbishop Tenison’s, stimulates curiosity, fosters creativity and equips children with the skills they need in life beyond school. Staff carefully plan maths activities which nurture individuals in order that they may reach their true potential.
‘It’s not that I’m smart; I just stay with problems longer.’ Albert Einstein