Maths Curriculum Statement

Maths Curriculum Statements

Intent:

North Star 240°’s mathematics curriculum is designed to enable children to understand the foundations of number, use of reasoning, thinking logically and problem solving with resilience so that they are fully prepared for their future.  We believe that teaching children at their appropriate stage, not age, is key to ensuring they feel suitably challenged in a way that also makes them feel confident and successful.

By continuing the use of the Maths Mastery approach from KS1 and 2 into KS3, we ensure we are “focussing on a meaningful mathematics education (rather than test preparation)” where we have “deeper understanding and greater enjoyment and see improvements in exam performance”.  This provides a solid foundation for moving onto appropriate KS4 pathways.

At North Star 240°, we deliver a curriculum that:

• Builds knowledge through personalised learning based upon each student’s individual starting point; it does not leave gaps that then impact on their ability to develop and understand further more complex processes;
• Enables students to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems;
• Equips students with skills to apply their mathematical knowledge to science and other subjects;
• Gives students the belief that being a confident mathematician will benefit them in everyday life;
• Develops independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement;
• Allows staff to receive high level CPD and put this training into practice whereby they are able to instil a sense of confidence and wonder, and recognise and maximise each student’s potential;
• Results in students leaving North Star 240° with a nationally recognised qualification in maths.

Implementation:  

• All students are WRATs assessed on entry and this information is used along with primary school data to estimate the year group it would be most appropriate for a child to work at;
• Students then sit a levelled mathematics assessment using the resources from the Mastery curriculum. Once this assessment clarifies their level, they are put into a class where they follow the content of the year group that most closely suits their ability so they can begin their secondary education at their personalised starting point.
• We ensure that assessment is robust and reliable through establishing clear exam conditions whilst meeting students’ SEN with access arrangements that enable them to demonstrate their skills. This means we are confident in knowing what each child can do and where their understanding is lacking, and we can place them into a class that ensures they are challenged at an appropriate level.
• Students in KS4 will be enrolled in either a Functional Skills or GCSE qualification. Students are taught by a specialist maths teacher to ensure that higher level content is delivered effectively.
• There is ongoing assessment at all levels through the school’s assessment procedures. Books are regularly marked so that students’ individual work is assessed for mistakes and misconceptions; termly testing in exam conditions gives a summative overview of what students have retained and can do completely independently.
• Interventions are provided for students where necessary to support them in making expected progress. Students are supported in 1:1 sessions so that their misconceptions and gaps in understanding can be carefully analysed and addressed on an individual basis.
• By using a variety of planning resources, we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our students.
• Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing students with the scaffolding required to access the learning at all levels.
• Weekly numeracy lessons are scheduled in to the timetable to bolster the learning throughout the week or to check the students’ remembering of previously covered topics.
• Staff are supported by a range of CPD that sits alongside the lesson delivery resources provided by the Maths Mastery programme. High quality teaching comes as a result of well informed teachers with good subject knowledge.  The Head of Department oversees this and ensures that staff knowledge meets the needs of the topics being delivered each term and staff are encouraged to seek further support where necessary to support their teaching. 
• Regular book scrutiny and learning walks/observation ensures that standards are and remain high across the subject.
• Analysis of any tests that students complete is undertaken and fed into future planning. This allows us to develop an educational path that ensures gaps in knowledge are filled and students’ knowledge is secure before moving on.

Impact:

• Students demonstrate mastery of what they have been learning. A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.  
• Students demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
• Students are able to recognise relationships and make connections in mathematics.
• Students show a high level of pride in the presentation and understanding of the work.
• Students are confident that they will achieve success and have the mathematical skills they need for day to day activities and employment.
• Students achieve a nationally recognised qualification in mathematics that enables them to move onto courses in further education and employment, meeting their goals in these areas.