Our Mathematics offers a balance between mathematical knowledge and real-world application.  We mix up the key Maths skills of speaking, reading and writing (often within a lesson); we provide a balanced curriculum with a view to providing our students with a working knowledge of the subject while attaining the highest possible grades needed towards their next steps, ensuring there is enough change/balance to keep our pupils engaged.

This exists at the heart of this subject: getting students to verbalise and express themselves in a mathematical context, provoking further discussion and solidifying understanding, being able to communicate mathematically with their peers on topics such as banking, current events, etc.

By exposing our students to a range of qualifications, aiding them on their journey to whichever destination they choose.  Linking the benefits of mathematics to life skills across the curriculum by helping them understand the benefits of the subject.

Showing a 'growth mind-set', being able to use the ability to deconstruct and re-construct information.  Building confidence and self-monitoring progress through intermittent testing, revisiting areas of the curriculum to strengthen recall, while nurturing the ability to see opportunity in mistakes.

Reflection is key in understanding mathematics. Students will show us this by choosing the most appropriate method to solve a problem based on experience.  Learning the ability to choose from a level appropriate 'Maths Toolkit' of strategies and explaining the reasons why.  Using the level of their understanding to the best of their ability.

We promote independence by building students up to a point where they are secure in selecting appropriate equipment/strategies to facilitate their learning.  Mastering the ability to select and apply the correct method, unpicking questions and finding key information.

It is important to note the use of “long-term planning” here as a guide to planning your lessons linked to our threshold concepts.  All lessons should be planned to provide the appropriate level of challenge. For example if you have a high level year 8 pupil, use access to higher threshold concepts, or if you have a lower level year 10/11 pupil, plan for them to secure lower level threshold concepts to provide a stronger mathematical knowledge/foundation.

The use of formative and summative assessments to gauge understanding and inform planning should be built into your planning, currently planned for the start and end of topics on a half-termly basis.

Use of the CGP suite of work and textbooks will provide a clear link as the pupils move through key stage 3 and 4.  Past papers (Functional Skills & GCSE) should be used to provide exam-style questioning/mock examinations in KS4.

If a pupil is showing a gifted and talented aptitude towards the subject, you should look to provide access to additional higher-level work (currently via Mark Avil).  If a learner is struggling with the content of lessons, or has a particular need for 1-2-1 support with reading or numeracy support, access should be made to provide additional support (currently via Laura Farrow, you must check availability and timetable).  As teachers of a particular year group, it is your responsibility to identify additional needs and make timetable arrangements with the relevant members of support staff.