curriculum intent maths
Communicating Intent, Implementation and Impact. There are additional homework activities available on the school website, such as MyMaths. Maths is for everyone. 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. 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. This can be supplemented with White Rose end of unit tests, a ‘Test It’ end of unit quiz or in upper KS2 a Corbettmaths assessment. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination, whatever that may be. 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 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 most important activity for teachers is the teaching itself. Curriculum Intent. 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. 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. Ms Fearn said that, in order to assess intent, inspectors will "consider the curriculum leadership provided by senior, subject and curriculum leaders". Tasks are varied to challenge those with secure understanding; there should be no acceleration through new content. This is to ensure children retain key information and become more efficient. Children should be encouraged to consider if a mental calculation would be appropriate before using written methods. Planning is structured around the concrete – pictorial –abstract approach, providing opportunities throughout for using mathematical vocabulary, developing mathematical thinking and using multiple representations. 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. ’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems. Students who choose A level Mathematics do so because they are good at it, enjoy it, and want to do it. 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 are encouraged to spend longer in class on a small number of fundamental maths topics, going into much more detail and depth. Regular number practice is essential in creating ‘automaticity’ and ‘arithmetical proficiency’ – being able to recall as many facts as possible quickly and accurately. 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. As with our curriculum, we also spent a considerable amount of time shaping our ethos and values. CIO – Maths – Year 10 – Higher – Term 5. 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. 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. Maths needs to have a purpose and so applying maths in an everyday context is crucial for a child’s understanding. 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. Intent. Our mathematics curriculum will give students the opportunity to: 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 … Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics if they work hard. Teachers will discuss errors and diagnose problems then work through questions that caused difficulties step-by-step – not by simply re-teaching the method. improve their spiritual, social, moral and cultural understanding to develop confidence in their own financial and numerical understanding. does not just accept what others say, they question and test it. 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. Teachers will use meta-language to talk through new written methods e.g. Mathematics Curriculum Intent The mathematics department will create confident and successful mathematicians that can apply knowledge to a variety of contexts and situations. There is also a strong emphasis on increasing children’s ‘arithmetical proficiency’ – being able to recall as many facts as possible (tables, number bonds halves and doubles) quickly and accurately, so they can then apply these facts to calculations. 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. 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. Teachers should also use the relevant DfE Maths guidance documents to support long-term, medium-term and short-term planning. All students LEARN. At Brecknock, we assess whether pupil has a deep understanding of a mathematical concept, idea or technique if he or she can: Appropriate homework activities are set for each year group. 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. 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. 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. The current curriculum is the next step on our journey towards this curriculum intent: ... We are very proud of the fact that 60-70% of our pupils follow an English Baccaluareate curriculum (Maths, English, Science, Humanities and Languages) to GCSE and we place equal value on the contribution that vocational and technical learning makes to every child’s development. In KS2, children start all lessons with either times tables practice or arithmetic practice which recaps and consolidates prior learning. 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 are encouraged to teach ‘with a pen in hand’ as it allows them to identify mistakes in real time and provide immediate feedback. Curriculum Intent. The Covid-19 pandemic has instigated change in all areas of our lives including our approach to schooling. 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. The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. 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. We have made several significant alterations to our curriculum so that the experience we provide our students best meets these changing needs. Practice and consolidation play a central role. Curriculum Intent – Year 10 – Maths – Term 5. At Brigg Sixth Form (The Vale Academy), we expect you to have achieved at least a Grade 6 at GCSE with strong algebra skills and have a fondness for the subject. Share this: Facebook; Twitter; Pinterest; Print; Email; More; Themes of Interest. 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. Conceptual misunderstandings will need to be addressed individually, in small groups or during whole class discussion (when a misconception is evident in a large number of books) as close as possible to the teaching moment. If the teacher wishes to celebrate a child’s success, they may tick in blue or highlight in yellow that section of work. Our school have recently made us create curriculum intents for our subjects. 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. Maths urriculum Intent The aim of the maths curriculum is to prepare all of our children for life after school. Curriculum intent at Westcott Primary School. Covid-19 Recovery Adaptation. Curriculum Intent The Hayes School Curriculum. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and … Mistakes are ‘good’ if we can learn from them. This is crucial as it frees up the working memory to concentrate more on the underlying concepts being taught. CIO – Maths – Year 9 – Higher – Term 5. 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. These Sequences of Learning (SOL) include the best up to date knowledge in the discipline. 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. Whilst teaching the National Curriculum, we follow a bespoke scheme in terms of materials and rate of coverage. 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 the core mathematics curriculum, a progression map is followed with regards to the teaching of multiplication and division facts. These courses include traditional GCSEs, applied GCSEs and BTecs. How does our curriculum fit in with our aims and ethos? Slips are either dotted or highlighted in green and children should be given adequate time to self-correct. Teaching time can be weighted towards the ready-to-progress criteria. Colnbrook Berks SL3 0JZ Telephone: 01753 683661 Fax: 01753 689302 email: firstname.lastname@example.org 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. 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. 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. 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. Teachers should use the government example assessment questions in the relevant year group guidance document. They must demonstrate they are secure with what they have learnt before moving on. ‘if you know this, then you know this…’. Share this: Facebook; Twitter; Pinterest; Print; Email; More; Themes of Interest. If a child has demonstrated sufficient understanding of a task, they should be moved on quickly. 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. 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. Our curriculum is designed to give learners the opportunities to think mathematically. Children should be given a challenge or consolidation task at least once a week. There should be no acceleration through new content. This may include providing a ‘challenge’ task, which should vary slightly to the task set during the lesson (conceptually or procedurally). Years 10 & 11 curriculum intent In Years 10 and 11, as well as following a core curriculum, students are able to choose from a range of courses to make up their studies. 2. 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