Childwall Sports and Science Academy

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Mathematics

Intention

We believe everyone can do maths!

In key stage 3 we follow the White Rose Secondary Scheme of Learning.

https://whiterosemaths.com/resources/schemes-of-learning/secondary-sols/

The sequence of the curriculum has been deliberately designed to allow our high prior attaining and our low prior attaining students to successfully progress through the content. The sequence ensures that pupils build on prior knowledge and uses every opportunity to review previous learning through retrieval practice and interleaving. We promote depth of learning rather than an accelerated curriculum.

Cognitive research (Kirschner, Sweller and Clark, 2006) suggests that students need a large amount of subject knowledge in their long-term memory to become competent at any subject. In mathematics, students will be far better equipped to apply mathematical thinking to a problem if their working memory is not overloaded with basic calculations. Therefore our curriculum always emphasises secure content knowledge before moving on to problem solving tasks. This is a step away from discovery-based learning and acknowledges the gap between teachers as experts and students as novices, with the key point being that we can’t expect students to show mathematical expertise until they have acquire fluency with numbers.

Implementation

We follow the White Rose Secondary Schemes of work which have been developed by a collegiate of practising secondary practitioners within the White Rose team.

Five Year Overview PDF Document

There is a termly plan for each year group and each half term has a theme further split into blocks that ensure students spend enough time to get a deep understanding of the topic covered. Within this there are detailed lesson resources available to support teachers of all experience broken in to small steps. They exemplify efficient and effective methods with the ethos of concrete-pictorial-abstract at the heart of them and exploring multiple representations.

As a department all of our resources and adapted materials are available to all our staff in our central area to ensure there is constant collaboration throughout the faculty ensuring a wider consistency for all students irrespective of class or year group. Fortnightly collaborative planning time is used to co-plan with colleagues and discuss teaching strategies for upcoming topics.

We expect to see all students grappling with broadly the same challenging content, with teachers providing additional support for students who need it. Our approach to teaching and learning supports our curriculum by ensuring lessons build on prior learning and provide sufficient opportunity for guided and independent practice.  We have some core values we consistently use in our teaching practice:

-          Demonstration – teacher presents new information in small steps

-          Guided practice – practice with prompts and scaffolds

-          Independent practice with monitoring and feedback from the teacher

Every maths lesson starts with a review of prior learning. The questions will be based fluency based and will often appear as the same types of questions subtlety amended throughout the week. The introduction of new skills will be guided to ready students for independent practice. We follow the model of paired examples with my turn (the teacher) and your turn (the student) using the teacher example as a scaffold model. The your turn examples will be checked through circulation and targeted questioning to ensure students are ready to move on to independent practice. All teachers have the autonomy to adapt the resources to meet their needs however we do expect the structure of all lessons to be similar.

The Curriculum is carefully designed to continuously interleave content, enabling students to revisit prior knowledge without having a spiral curriculum. The Curriculum focuses on teaching in a sequence that provides building blocks for students to access future topics. Development of long term memory is further supported by regular low stakes quizzes, daily starter grids that review prior learning and formative assessments that feed in to teacher planning to close knowledge gaps.

At GCSE we follow the Edexcel specification.

 

Archive Mathematics Curriculum 2018/19

Maths Course Overviews           Learning Programmes (Half Term 1)  Learning Programmes (Half Term 2)
Years 7-9 Course Overview Maths Stage 5 Maths Stage 5
Maths Stage 6 Maths Stage 6
  Maths Stage 7 Maths Stage 7
  Maths Stage 8 Maths Stage 8
  Maths Stage 9 Maths Stage 9
  Maths Stage 10 Maths Stage 10
  Maths Stage 11 Maths Stage 11
        Learning Programmes (Half Term 3)  Learning Programmes (Half Term 4)
  Maths Stage 5 Maths Stage 5
  Maths Stage 6 Maths Stage 6
  Maths Stage 7 Maths Stage 7
  Maths Stage 8 Maths Stage 8
  Maths Stage 9 Maths Stage 9
  Maths Stage 10 Maths Stage 10
  Maths Stage 11 Maths Stage 11

Learning Programmes (Half Term 5)

Learning Programmes (Half Term 6)

Maths Stage 5

Maths Stage 5

Maths Stage 6 Maths Stage 6
Maths Stage 7 Maths Stage 7 (to be uploaded)
Maths Stage 8 Maths Stage 8 (to be uploaded)
Maths Stage 9 Maths Stage 9 (to be uploaded)
Maths Stage 10 (to be uploaded) Maths Stage 10 (to be uploaded)
Maths Stage 11 (to be uploaded) Maths Stage 11 (to be uploaded)
Skills Grid Mathematics Skills Grid