Maths

At North Star 240°, we aim to ensure that all pupils develop an enjoyment of maths and gains fluency in the basic areas with mathematical skills that will allow them to succeed in day-to-day life.

Mathematics Curriculum

Intent:

North Star 240’s mathematics curriculum is designed to enable children to understand the foundations of number, use reasoning, think logically and problem solve 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.

We build upon the use of the Maths Mastery approach that is used in NS82, using the White Rose curriculum planning and delivery materials here. This is a very similar programme of ensuring mastery and building upon a students’ current knowledge when learning new material. 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 competence 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 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. A test has been designed using the assessments available on White Rose resources: a small number of key skills at each year group are tested so that it can be seen where students start needing to learn that year group’s content.

– 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. Students are selected for intervention either by it being an identified need on their EHCP or because they are in the bottom 20% of students attainment-wise. Tutors can also recommend students for maths intervention when they feel it would be beneficial and the student will make good use of the offer. For interventions, we use an online package called IXL: this involves a diagnostic test that pinpoints the student’s overall level but also their ability in each of the topic areas of maths. Students are then recommended skills to learn that will close the gaps in their knowledge. Students do this on a 1:1 basis with a member of staff so that manipulatives, written work and verbal explanations can be added alongside what the online programme offers.

-By using a variety of planning resources, we believe that 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.

– Staff are supported by a range of CPD that sits alongside the lesson delivery resources provided by the White Rose 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.

The following topics, at an ability appropriate level, are covered each term:

Term 1

Number and place value, calculation

Term 2

Calculation, geometry

Term 3

Number and place value, geometry

Term 4

Fractions, decimals, percentages, ratio, probability

Term 5

Algebra, statistics

Term 6

Revision of the year’s topics

Impact:

– Students enjoy their maths lessons, are confident when and how to use their knowledge and recognise its importance in everyday life.

– Students demonstrate quick recall of facts and procedures. This includes the recollection of number bonds, times tables, telling the time and basic facts at their appropriate ability level (e.g. a student working at year 5 knowing the angle rule for a half turn).

– Students demonstrate they can apply 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 are able to recognise relationships and make connections in mathematics.

– 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.

For more information contact: lorna.Walsh@northstar-academy.co.uk