In addition to that, and among other things, you will also study calculus, logarithms, and applied mathematics topics. Mathematics Curriculum Intent The mathematics department will create confident and successful mathematicians that can apply knowledge to a variety of contexts and situations. Slips are either dotted or highlighted in green and children should be given adequate time to self-correct. Exploring – revealing new mathematics, multiple representations, building / deconstructing mathematical models/ ideas, explaining new language, identifying misconceptions, making connections, considering emerging generalisations, Clarifying – clear modelling and SC to help guide children, Practising – allowing teachers to assess a child’s level of understanding, Applying – deepening and mastering concepts by: questioning in unfamiliar contexts; through non-routine problems; making the children choose the technique/concept to be used; making links; connecting the unfamiliar with familiar. Our curriculum encompasses not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide. The White Rose, National Centre for Excellence in Teaching Maths (NCETM) and Maths No Problem offer support and guidance so that teachers can plan and write lessons that meet the needs of each class. Secondary Curriculum Intent . This gives students the opportunity to … Intelligent Practice – all tasks are chosen and sequenced carefully with purpose, offering appropriate variation (procedural and conceptual) in order to reveal the underlying mathematical structure, concept or process to pupils. The large majority of pupils will progress through the curriculum content at the same pace. Marking and Feedback: ‘meaningful, manageable and motivating’. Curriculum Intent – Maths At Becket Primary School, we aim to ensure that a high-quality mathematics education is provided for all children. When teachers look at children’s books, they are expected to distinguish between errors that reflect a misunderstanding, and mistakes that are simple slips. does not just accept what others say, they question and test it. These Sequences of Learning (SOL) include the best up to date knowledge in the discipline. Tasks are varied to challenge those with secure understanding; there should be no acceleration through new content. Students who choose A level Mathematics do so because they are good at it, enjoy it, and want to do it. Difficult points also give an opportunity to reinforce that we learn most by working on and through ideas with which we are not fully secure or confident. Curriculum Intent— Maths KS3 KS3 Subject Intent: What we want the pupils to know by the end of Year 7 and at the end of Year 8 in this subject: We are looking to give our learners a rounded balanced diet from the key areas within mathematics: number, algebra, data and geometry. The study of Numeracy and Mathematics empowers students to become active members of society. Curriculum Intent. improve their spiritual, social, moral and cultural understanding to develop confidence in their own financial and numerical understanding. This may include providing a ‘challenge’ task, which should vary slightly to the task set during the lesson (conceptually or procedurally). What is the intent of the White Rose Maths curriculum? a curriculum that is successfully adapted, designed and developed for pupils with special educational needs and/or disabilities; a curriculum that is broad and balanced for all pupils. Our long-term aim is to produce an ambitious, connected curriculum accessible to all pupils in schools right … Maths urriculum Intent The aim of the maths curriculum is to prepare all of our children for life after school. At Madeley School, we are committed to providing a curriculum, which inspires excellence in all its forms and gives all pupils the opportunity to experience success. At the short-term planning stage, the guidance can be used to inform teaching strategy, and the representations and ‘Language focus’ features can be used to make concepts more accessible to pupils. The curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before and towards its clearly defined end points. In KS1, the focus of the ‘Do Now’ tasks is to increase ‘arithmetical proficiency’ – being able to recall as many facts as possible (tables, number bonds and doubles) quickly and accurately, and then apply these facts to calculations. Practice and consolidation play a central role. Certain principles and features of a mastery approach have been adopted: Teachers should provide a long-term vision with children, explaining the importance of making links and developing relationships when introduced to new concepts. Units are designed to focus on one specific area of the mathematics curriculum so that pupils have time to deepen their understanding as well as making connections across the different areas of learning. This is reflected in the school’s calculation policy. Posted: 16/12/19. As with our curriculum, we also spent a considerable amount of time shaping our ethos and values. Teachers should work together with other teachers, as well as use the “misconceptions in the key objectives” support document, to help them consider various possible misconceptions and plan for them. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Curriculum Intent – Mathematics GCSE At REACH we believe that Maths should be taught not just as an independent academic subject, but as a life skill and as a gateway to achievement in all subjects. Curriculum Intent The Hayes School Curriculum. Test Base standardised tests are completed at the end of each term and are analysed in order to support ongoing teacher judgement about a child’s overall attainment in mathematics. All of our students receive 5 hours of teaching time weekly, split between two teachers covering all areas of expertise. There is no expectation for written feedback if it is clear in a child’s book that a misconception has been addressed in the next lesson. As such, our curriculum embraces the community from which it exists, recognising and celebrating the diverse backgrounds and experiences from which our children originate. Created: Jan 17, 2020. Curriculum Statements of Intent Teaching & Learning 2018-2019 Curriculum Statements of Intent At Oyster Park Primary Academy, we strive to develop the full potential of all our pupils so they become confident, literate readers. Mathematics complements most combinations of A Levels and is very attractive to employers and course providers. Throughout the curriculum you will see tasks that require learners to specialise and generalise, to work systematically, to generate their own examples, to classify and to make conjectures. Our school have recently made us create curriculum intents for our subjects. All new written methods should be presented alongside the previous method and children should be encouraged to explain ‘what’s the same’ and ‘what is different’. We aim to achieve this by encouraging discussions during our lessons to help children learn social skills, be respectful of others and to help them build positive friendships with their peers. The Covid-19 pandemic has instigated change in all areas of our lives including our approach to schooling. Difficult points need to be identified and anticipated when lessons are being designed and these need to be an explicit part of the teaching, rather than the teacher just responding to children’s difficulties if they happen to arise in the lesson. ‘if you know this, then you know this…’. When possible, each child should be involved in the review of his/her progress and be able to contribute to discussions about different aspects of his/her work. They key facts for each year group are also listed on the school website. Teachers are encouraged to teach ‘with a pen in hand’ as it allows them to identify mistakes in real time and provide immediate feedback. Whilst teaching the National Curriculum, we follow a bespoke scheme in terms of materials and rate of coverage. Every lesson should include a form of formative assessment, based upon practical, written and oral work completed by the children. Visit our online classroom to view all of Oak’s free lessons, searchable by key stage, year or subject. Curriculum Intent Purpose. All students LEARN. Talking about maths is also important for without talking, we find it harder to absorb and learn. Children who make persistent mistakes should return to the method that they can use accurately until they ready to move on. Using and applying activities which may involve problem solving is integrated into the teaching. Maths enables a foundation for understanding the world, the ability to reason and problem solve alongside a fluency for everyday life. Learning and memorising key facts and procedures and practicing them regularly is essential – this involves developing a strong sense of number in KS1 and being able to solve problems using mental and written calculation methods with increasing efficiency. There should be no acceleration through new content. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination, whatever that may be. At the medium-term planning stage, teachers can use the guidance to inform decisions on how much teaching time to set aside for the different parts of the curriculum. Teaching focuses on children’s fluency and promotes reasoning and problem solving. You will be taught in small (<15) class sizes with ample opportunity for both individual and collaborative working. Aims The national curriculum for mathematics aims to ensure that all pupils: ●become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately Mistakes are ‘good’ if we can learn from them. Curriculum Intent – Year 10 – Maths – Term 5. Mathematics is an important creative discipline that helps us to understand and change the world. Children should be encouraged to consider if a mental calculation would be appropriate before using written methods. Lessons follow a gradual step-by-step teaching approach whereby the use of varied visual representations, carefully chosen resources, language structures and use of mathematical vocabulary foster deep conceptual and procedural knowledge. The Meridian Curriculum . Each week there is a differentiated ‘X Factor’ Times Tables quiz and an arithmetic quiz. From the onset of the course, we will be there to help you become more confident in using algebra in a huge variety of contexts. CIO – Maths – Year 9 – Foundation – Term 5. Green boxes indicate where a child should attempt to self-correct. We ensure students are given the opportunity to consolidate and discuss mathematical problems and concepts. See the Feedback and Marking Prompts document for examples of both. Children should be encouraged to use the correct language and explain how they have answered a question (e.g. The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Ms Fearn said that, in order to assess intent, inspectors will "consider the curriculum leadership provided by senior, subject and curriculum leaders". Our Curriculum Intent: A curriculum for all students of ambition, integrity and academic rigour that: • Provides inspiration and opportunity • Builds core knowledge and conceptual understanding • Develops skills and personal attributes • Supports all students to succeed and thrive Author: Created by charlotte_harris_ Preview. Teachers should use daily assessment, including looking in books, to inform the design and content of the next lesson, considering: the key discussion points (misconceptions), the best ways to model effective, efficient strategies, and the activities and tasks chosen to either move children forward in their learning or re-visit and consolidate key concepts. refer to the actual value of digits). Curriculum intent at Westcott Primary School. There are additional homework activities available on the school website, such as MyMaths. In KS2, children start all lessons with either times tables practice or arithmetic practice which recaps and consolidates prior learning. We want all pupils at Forest and Sandridge Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding. Thus, marking and evidence-recording strategies should be efficient, so that they do not steal time that would be better spent on lesson planning and preparation. can communicate, justify, argue and prove using mathematical vocabulary. This curriculum, which is knowledge and experience rich, encourages depth of study and a life-long love of learning, celebrates British values and prepares our pupils with a wealth of transferable skills. Teaching time can be weighted towards the ready-to-progress criteria. We have made several significant alterations to our curriculum so that the experience we provide our students best meets these changing needs. A child’s book should provide evidence of how they have progressed, demonstrating aims outlined in medium term planning. Growth Mindset: Children are encouraged to believe they are all capable of learning and doing mathematics, given sufficient time, good teaching, appropriate resources and effort. develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment. At the long-term planning stage, the guidance can be used to ensure that the most important elements that underpin the curriculum are covered at the right time, and to ensure that there is continuity and consistency for pupils as they progress from one year group to the next. Teachers are encouraged to spend longer in class on a small number of fundamental maths topics, going into much more detail and depth. Curriculum Intent: At The Oaks Infant School the curriculum is designed around our belief that each child is unique and should be empowered to be a confident, resilient, content, independent, inspired, self-motivated, life-long learner. hildren will be en- couraged to do their best at all times. Children learn through active, practical enquiry and experiment using concrete materials, represent their mathematical ideas through pictures and images and follow a clear progression toward recording abstractly. Teachers should use the government example assessment questions in the relevant year group guidance document. The aims of our mathematics teaching at Brecknock align with the aims of the National Curriculum: to encourage children to make connections across mathematical procedures and concepts to ensure fluency, mathematical reasoning and competence in solving problems in maths lessons and in other areas of the curriculum. Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up. Hopefully it will help provide at least a springboard for other people, if they have been asked to do this also. The ready-to-progress tables at the start of each year group and the ‘Making connections’ features support medium-term planning by demonstrating how to make connections between mathematical ideas and develop understanding based on logical progression. Teaching is focused, rigorous and thorough, to ensure that learning is sufficiently embedded and sustainable over time. CURRICULUM INTENT: Mathematics Key Stage 3 The purpose of our KS3 Maths curriculum is to inspire pupils, secure strong academic outcomes and to drive learners to think and work independently and with a powerful sense of curiosity. 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