Enable pupils to develop a love of learning Mathematics, take pride in their work, work hard because they know this pays off, achieve high standards, and experience success. To ensure that knowledge is remembered because it is revisited regularly in a explicitly and implicitly structured ways.
5 year SoL
KS3 to be informed by KS2 diagnostic (available July) baseline and AFL (responsive teaching).
KS4 to flow seamlessly from KS3
There must be depth before breadth.
Explicitly ensure that pupils know that their targets are not glass ceilings.
Transition into secondary school to be based on diagnostic KS2 data, visits to primary schools and taster days for the benefit of all Year 7 pupils. This will include use of and reference to manipulatives.
Extra learning opportunities for pupils who are behind
Use of catchup funding
Use of TAs
In class intervention strategies.
To embed retrieval through use of the following.
Interleaving recent topics – to connect and enhance schema
Last topic last week, last term, last year (at least once a week)
Low stakes quizzes (at least once a fortnight)
Delayed Exit Tickets / Entrance Tickets
To share models that carefully consider cognitive load of pupils
Planning to consider different starting points on domain specific knowledge
CPA Approach (Concrete Pictoral Abstract)
Concrete (use of manipulatives – particularly with weaker classes)
Pictorial (visual reference to manipulatives, Bar Models etc…)
Abstract – explicit in transferable modelling – e.g. forming and solving an equation to solve geometric problems, following conventions such as vertically aligned = signs, elimination steps explicitly identified.
Fluency, Reasoning Problem Solving (AO1 AO2 AO3)
Fluency (A01) using drills, practice,
Reasoning – refer to WRSoL
Problem solving –Corbett Apply, crossover questions, interleaved problems.
Pride in work – follow department conventions for working out, presentation etc…
Commonality within maths and across curriculum (e.g. equations in science)
Use of minimally different examples to differentiate and to ensure that pupils learn from high confidence errors.
Gradation – ensuring that work gets gradually harder
Rule spotting activities
Questions that guide pupils to form generalisations, including in algebraic form.
Adaptive instruction based on AFL, class circulation.
SSDD (Same Surface Different Deep Structure) questioning
Carful use of exam questions e.g. JustMaths Crossover, Goal Free Problems, removal of redundant text when appropriate
Misconception Based Planning
Use of Diagnostic questions based on most common misconceptions
Use of pre designed streams of questions to ensure that less experienced teachers can expect common misconceptions.
Numeracy Across Curriculum
This will continue one day a week during AR
Y7&8 – Numeracy Ninjas
Y9 – 5 a Day Foundation
y10 – 5 a day Foundation
y11 Foundation Plus
We will continue to have dialogue with other subject leaders.
Literacy – Mathematical Language
Develop correct use of mathematical language, exam language and habitual explicit correction of any incorrect language such as -1 + 3 is not “minus one plus three”, it is “negative one plus three”.
Oral answers to be given in full sentences, “GCSE English” where appropriate. For example, when answering 6 x 4, the answer “24” will suffice. When explaining angle properties, full “GCSE English” is required, e.g. “A = 75 degrees because vertically opposite angles are equal”.
Embed a range of wider opportunities and experiences for all, to ensure our learners have an educational experience that is rich and varied.
All to aim for 4-9 in GCSE
Consider modification of assessment e.g. for some pupils, Entry Level Certificate is appropriate.
Further Maths for the most able and talented (e.g. grade 7+ KS4 pupils).
World Maths Day
Hegarty stats and rewards
· Algebraic notation
· Equality and equivalence
· Place value – ordering decimals and integers
· Fraction, decimal and percentage equivalence
· Solving problems with addition and subtraction
· Solving problems with multiplication and division
· Four operations with directed number
· Addition and subtraction of fractions
· Constructing, measuring and using geometric notation
· Developing number sense
· Sets and probability
· Prime numbers and proof
· Revise and improve year 7 topics
· Algebra 2
· Geometry – circles and area
· Ratio, proportion, rates of change
· Geometry – 3D shapes
· Revise and improve year 9 topics
· Algebra 3
· Geometry – Transformations
· Geometry – Angles and constructions
· Number – Standard form and Surds
· Geometry – Pythagoras and Trigonometry
· Revise and improve