Maths

Our Rationale:

In all maths lessons, every student will make progress and strive for mastery learning. For our students, this means equipping them with the knowledge, ambition and skill to go to university as well as having the ability to question and form a logical argument.

Our Intent:

We believe exceptional learning is about finding out the simple things that work, doing them well, and doing them all the time. Students will understand that learning is not necessarily fun and is often hard; appreciate learning for its own sake, rather than for explicit reward. In all maths lessons we have faith that, every student will make progress and strive for mastery learning. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. Our pedagogy will be driven by research and evidence-based methods and interventions. Teachers will collaborate and support each other’s development to enable each student to succeed.

Implementation:

All students will have completed the content in the scheme of work. The Curriculum has been carefully designed to continuously interleave content, enabling students to revisit prior knowledge. The Curriculum focuses on teaching in a sequence that provides building blocks for students to access future topics. During 2020/2021 we have adapted the curriculum content to meet the demands of Online Learning such as screencasts (SMRCHS Maths YouTube) due to the Pandemic as well as Live lessons and greater use of Hegarty Maths to revisit prior knowledge.

Retrieval grids, Half Tern Tests, Hegarty Maths usage and the interleaved Curriculum all support retention of prior learning so that students become fluent over time. To know each students’ starting points due any missed knowledge, all topics starts with a Prior Knowledge Check which allows teachers to plan for progress. In every lesson independent practice follows modelled examples, structured into “I do”, “We do”. We promote the use of mini white boards to gather live feedback and address misconceptions before starting independent work. Formative Half Term Tests allow teachers to assess understanding after the delivery of a topic. A half termly programme of study is available alongside the scheme of work to ensure consistency between classes in each half term. Department meeting time is used to co-plan with colleagues and discuss teaching strategies for upcoming topics. Each pupil is provided with colour coded, personalised, question level analysis sheets directing them to independent learning tasks on Hegarty Maths. 

Our curriculum promotes and emphasises the need for ‘mathematical fluency’ in key skills for success in Edexcel GCSE Maths and beyond. What we mean by mathematical fluency is to expand our students’ capability to retain knowledge in their long-term memory in order for them to be able to apply these skills to more in-depth, complex questions at GCSE. Students build their fluency in the 5 key areas of mathematics and in doing so students will be far better equipped to apply mathematical thinking to a problem if their working memory isn’t overloaded with basic calculations. Therefore, our curriculum always emphasises secure content knowledge before moving onto problem solving tasks. This is a step away from discovery-based learning and acknowledges the gap between teachers as experts and pupils as novices, with the key point being that we can’t expect pupils to show mathematical expertise until they have acquired fluency with numbers. 

Extra-curricular clubs are available for every year group and we hope to offer the Junior Challenge- COVID dependent.

Impact:

Students access prior learning embedded into new topics with ease. Regular exposure to key mathematical skills in Retrieval grids helps students to remember these methods and skills, ensuring that confidence grows in these areas. Students learning will be monitored regularly through assessment for learning, knowledge tests in lessons and ensuring students have mastered an understanding of key sections of the curriculum before moving onto the next topic. Retrieval grids are used each lesson to fix misconceptions from the previous terms learning. Assessment data is used to judge the success of the curriculum, and any ‘gaps’ in learning will be identified and re-taught to ensure mastery of the curriculum.

Homework/Assessment:

Independent learning is vital for the recall of key facts and knowledge.  With this in mind, all pupils have a Hegarty Maths log in so they can access the website: www.hegartymaths.com

Teachers can set both homework on a weekly basis or identify any gaps in knowledge and set appropriate work accordingly.  The website is interactive and allows the pupils to view worked examples to support their learning.

At St. Matthew’s we use a variety of assessment techniques to identify the areas of strength and areas to develop for each pupil. As a result, we can offer appropriate and accurate intervention using the Hegarty maths website. Pupils will also complete standardised assessments each term which test all aspects of maths covered during the year.

Rewards and recognition:

Students are encouraged to earn achievement points through the school reward system and are recognised for excellence on the recognition and rewards boards.