All of our students receive 5 hours of teaching time weekly, split between two teachers covering all areas of expertise. This may include providing a ‘challenge’ task, which should vary slightly to the task set during the lesson (conceptually or procedurally). This is crucial as it frees up the working memory to concentrate more on the underlying concepts being taught. Slips are either dotted or highlighted in green and children should be given adequate time to self-correct. The large majority of pupils will progress through the curriculum content at the same pace. Discussion about difficult points can be stimulated by asking children to share thoughts about their own examples when these show errors arising from insufficient understanding. Mathematics Curriculum Intent The mathematics department will create confident and successful mathematicians that can apply knowledge to a variety of contexts and situations. Differentiation is achieved by emphasising deep knowledge and through individualised support and intervention. We have made several significant alterations to our curriculum so that the experience we provide our students best meets these changing needs. Teachers may provide hints or questions in written marking which lead pupils to underlying principles but will, most likely, need to provide extra guidance, modelling and scaffolded support in the next lesson. CIO – Maths – Year 10 – Higher – Term 5. The Vale Academy is a Delta Trust AcademyRegistered Office: Education House, Spawd Bone Lane, Knottingley, WF11 0EP Company Number: 07386086 (England and Wales)VAT number: 115 8112 43, The Vale Academy is a Delta Trust Academy, Extra Curricular Clubs, Visits & Residential, School Games Virtual Competition for Secondary Schools, Year 6 Virtual Open Evening Tuesday 22 September 2020. become fluent in the fundamentals of mathematics, 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. This is reflected in the school’s calculation policy. 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. 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. 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. We ensure students are given the opportunity to consolidate and discuss mathematical problems and concepts. Marking and Feedback: ‘meaningful, manageable and motivating’. Teachers will use meta-language to talk through new written methods e.g. Children should be given a challenge or consolidation task at least once a week. In KS2, children start all lessons with either times tables practice or arithmetic practice which recaps and consolidates prior learning. Following support, children should be given time to practice and ‘consolidate’ their understanding. Key Facts Home Learning Sheets – Reception to Year 6, Everyone can learn mathematics to the highest levels if they work hard, Mistakes are valuable if we learn from them and support others (“Good mistakes”), Asking questions is important (especially when unsure), Depth of understanding is more important than speed and providing quick answers, Children are working towards their own goals and personal bests. See the Feedback and Marking Prompts document for examples of both. Blog: Dr Helen Drury, Founder and Director. Students who choose A level Mathematics do so because they are good at it, enjoy it, and want to do it. A form of summative assessment should take place at the end of every unit and be used to compare attainment with the teacher’s assessment. 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 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. This gives students the opportunity to … We worked with staff, governors, parents and pupils to encapsulate the core values we felt were the most relevant to us at Westcott Primary School. If children are to develop as competent, fluent readers it is essential that they have secure understanding of letters and sounds. Teaching is focused, rigorous and thorough, to ensure that learning is sufficiently embedded and sustainable over time. Regular number practice is essential in creating ‘automaticity’ and ‘arithmetical proficiency’ – being able to recall as many facts as possible quickly and accurately. 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. Maths is for everyone. Curriculum Intent Organisers – Maths Year 9 Foundation Term 4. Assessment is an ongoing process in the classroom which forms the basis of future action. refer to the actual value of digits). Covid-19 Recovery Adaptation. Teachers should also use the relevant DfE Maths guidance documents to support long-term, medium-term and short-term planning. Using and applying activities which may involve problem solving is integrated into the teaching. Written praise should be genuine, sparing and related to ‘personal bests’, encouraging a growth mind-set. Teachers should use DfE maths guidance to look at each ready-to-progress criterion, including core mathematical representations, language structures and discussion of connections to other criteria. using concrete materials, pictures and symbols – the CPA approach), explain it to someone else or write an explanation for them clearly and systematically, make up his or her own examples (and non-examples) of it, see connections between it and other facts or ideas, recognise it in new situations and contexts (varied tasks and problem solving tasks), challenges him/herself, looking for further opportunities to develop understanding. Each week there is a differentiated ‘X Factor’ Times Tables quiz and an arithmetic quiz. Teachers are encouraged to spend longer in class on a small number of fundamental maths topics, going into much more detail and depth. 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. Curriculum Intent Purpose. As with our curriculum, we also spent a considerable amount of time shaping our ethos and values. The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Colnbrook Berks SL3 0JZ Telephone: 01753 683661 Fax: 01753 689302 email: mail@colnbrookprimary.com 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. 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. 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. Curriculum Intent – Mathematics The Mathematics curriculum at Horizon Community College is designed to develop numerate students who are capable problem solvers, appreciate the value of working systematically and can extrapolate from incomplete sets of information. The teacher should be actively seeking to uncover possible difficulties because if one child has a difficulty it is likely that others will have a similar difficulty. 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. 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. All students LEARN. 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. Communicating Intent, Implementation and Impact. 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. can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and preserving in seeking solutions. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination, whatever that may be. Secondary Curriculum Intent . The Meridian Curriculum . Teachers use the White Rose medium term yearly planner and use the small steps and key questions guidance as a basis for each unit. 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. hildren will be en- couraged to do their best at all times. 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. Teachers will discuss errors and diagnose problems then work through questions that caused difficulties step-by-step – not by simply re-teaching the method. can communicate, justify, argue and prove using mathematical vocabulary. Curriculum intent at Westcott Primary School. They key facts for each year group are also listed on the school website. The most important activity for teachers is the teaching itself. 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. 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. This is the one I created with my maths department. These Sequences of Learning (SOL) include the best up to date knowledge in the discipline. Our aim is to enrich every child's school experience by creating an environment where they are encouraged to succeed and be the best they can be. In addition to that, and among other things, you will also study calculus, logarithms, and applied mathematics topics. Children should be encouraged to consider if a mental calculation would be appropriate before using written methods. Author: Created by charlotte_harris_ Preview. Teacher Hub School support Parents & Carers. The Covid-19 pandemic has instigated change in all areas of our lives including our approach to schooling. At Barnwell the effective construction and delivery of an ambitious curriculum is key to ensuring that all students have the knowledge, skills and cultural capital in order to take advantage of opportunities, responsibilities and experiences of later life. CIO – Maths – Year 10 – Foundation – Term 5. Curriculum Intent – Maths At Becket Primary School, we aim to ensure that a high-quality mathematics education is provided for all children. does not just accept what others say, they question and test it. Intent. Teaching time can be weighted towards the ready-to-progress criteria. Visit our online classroom to view all of Oak’s free lessons, searchable by key stage, year or subject. Teachers must make sure they know how much the child has understood during a lesson so they can plan and adapt the next lesson. 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. 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. In our dedicated Teacher Hub you can browse our full curriculum, search and view our lessons, and download, edit and share slides, worksheets and videos with your pupils and colleagues. Mathematics complements most combinations of A Levels and is very attractive to employers and course providers. In addition to the core mathematics curriculum, a progression map is followed with regards to the teaching of multiplication and division facts. 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