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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. Teacher Hub School support Parents & Carers. Thus, marking and evidence-recording strategies should be efficient, so that they do not steal time that would be better spent on lesson planning and preparation. Teachers will discuss errors and diagnose problems then work through questions that caused difficulties step-by-step – not by simply re-teaching the method. Curriculum Intent – Maths At Becket Primary School, we aim to ensure that a high-quality mathematics education is provided for all children. Each week there is a differentiated ‘X Factor’ Times Tables quiz and an arithmetic quiz. Secondary Curriculum Intent . Curriculum Intent The Hayes School Curriculum. They must demonstrate they are secure with what they have learnt before moving on. Teachers should work together with other teachers, as well as use the “misconceptions in the key objectives” support document, to help them consider various possible misconceptions and plan for them. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination, whatever that may be. There is no expectation of a written comment but it should be clear in a child’s book that a teacher is regularly assessing their level of understanding and adapting their practice accordingly. Differentiation is achieved by emphasising deep knowledge and through individualised support and intervention. The Covid-19 pandemic has instigated change in all areas of our lives including our approach to schooling. The aims of our mathematics teaching at Brecknock align with the aims of the National Curriculum: to encourage children to make connections across mathematical procedures and concepts to ensure fluency, mathematical reasoning and competence in solving problems in maths lessons and in other areas of the curriculum. Communicating Intent, Implementation and Impact. Colnbrook Berks SL3 0JZ Telephone: 01753 683661 Fax: 01753 689302 email: mail@colnbrookprimary.com Children should be given a challenge or consolidation task at least once a week. 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. 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. CIO – Maths – Year 10 – Higher – Term 5. Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem. Marking and Feedback: ‘meaningful, manageable and motivating’. Aims The national curriculum for mathematics aims to ensure that all pupils: ●become fluent in the fundamentals of mathematics, including 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 These Sequences of Learning (SOL) include the best up to date knowledge in the discipline. Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics if they work hard. The study of Numeracy and Mathematics empowers students to become active members of society. As with our curriculum, we also spent a considerable amount of time shaping our ethos and values. Teachers may provide hints or questions in written marking which lead pupils to underlying principles but will, most likely, need to provide extra guidance, modelling and scaffolded support in the next lesson. There should be no acceleration through new content. 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. Difficult points need to be identified and anticipated when lessons are being designed and these need to be an explicit part of the teaching, rather than the teacher just responding to children’s difficulties if they happen to arise in the lesson. Mathematics is an important creative discipline that helps us to understand and change the world. During and after every lesson, teachers should assess children’s levels of understanding and mathematical fluency, deciding on their readiness to progress to the next stage of their learning. 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. 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. All students LEARN. They key facts for each year group are also listed on the school website. This is reflected in the school’s calculation policy. In KS1, the focus of the ‘Do Now’ tasks is to increase ‘arithmetical proficiency’ – being able to recall as many facts as possible (tables, number bonds and doubles) quickly and accurately, and then apply these facts to calculations. Teachers must make sure they know how much the child has understood during a lesson so they can plan and adapt the next lesson. Teaching focuses on children’s fluency and promotes reasoning and problem solving. Students who choose A level Mathematics do so because they are good at it, enjoy it, and want to do it. Created: Jan 17, 2020. Maths Curriculum Intent (no rating) 0 customer reviews. Green boxes indicate where a child should attempt to self-correct. The Meridian Curriculum . Tasks are varied to challenge those with secure understanding; there should be no acceleration through new content. ’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems. This is the one I created with my maths department. 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. We want all pupils at Forest and Sandridge Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding. Teachers should use the government example assessment questions in the relevant year group guidance document. improve their spiritual, social, moral and cultural understanding to develop confidence in their own financial and numerical understanding. Children who make persistent mistakes should return to the method that they can use accurately until they ready to move on. 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. 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. This gives students the opportunity to … Teaching is underpinned by methodical curriculum design with key concepts revisited and interlinked with one another. Teachers will use meta-language to talk through new written methods e.g. Whilst teaching the National Curriculum, we follow a bespoke scheme in terms of materials and rate of coverage. Regular number practice is essential in creating ‘automaticity’ and ‘arithmetical proficiency’ – being able to recall as many facts as possible quickly and accurately. How does our curriculum fit in with our aims and ethos? Curriculum Intent Purpose. can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and preserving in seeking solutions. Curriculum Intent— Maths KS3 KS3 Subject Intent: What we want the pupils to know by the end of Year 7 and at the end of Year 8 in this subject: We are looking to give our learners a rounded balanced diet from the key areas within mathematics: number, algebra, data and geometry. These courses include traditional GCSEs, applied GCSEs and BTecs. Mathematics complements most combinations of A Levels and is very attractive to employers and course providers. Talking about maths is also important for without talking, we find it harder to absorb and learn. When appropriate, for example with closed tasks or exercises where the answer is either right or wrong, children may mark their own work as it allows them to identify their mistakes. See the Feedback and Marking Prompts document for examples of both. Visit our online classroom to view all of Oak’s free lessons, searchable by key stage, year or subject. At Barnwell the effective construction and delivery of an ambitious curriculum is key to ensuring that all students have the knowledge, skills and cultural capital in order to take advantage of opportunities, responsibilities and experiences of later life. The aims of our mathematics teaching at Brecknock align with the aims of the National Curriculum: to encourage children to make connections across mathematical procedures and concepts to ensure fluency, mathematical reasoning and competence in solving problems in maths lessons and in other areas of the curriculum. This is crucial as it frees up the working memory to concentrate more on the underlying concepts being taught. Mistakes are ‘good’ if we can learn from them. Following support, children should be given time to practice and ‘consolidate’ their understanding. Maths is for everyone. 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. Ms Fearn said that, in order to assess intent, inspectors will "consider the curriculum leadership provided by senior, subject and curriculum leaders". 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 needs to have a purpose and so applying maths in an everyday context is crucial for a child’s understanding. Test Base standardised tests are completed at the end of each term and are analysed in order to support ongoing teacher judgement about a child’s overall attainment in mathematics. 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. You will be taught in small (<15) class sizes with ample opportunity for both individual and collaborative working. refer to the actual value of digits). The most important activity for teachers is the teaching itself. 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 are encouraged to teach ‘with a pen in hand’ as it allows them to identify mistakes in real time and provide immediate feedback. 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. Curriculum Intent – Year 10 – Maths – Term 5. 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. 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 … 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. Using and applying activities which may involve problem solving is integrated into the teaching. Assessment is an ongoing process in the classroom which forms the basis of future action. Written praise should be genuine, sparing and related to ‘personal bests’, encouraging a growth mind-set. CIO – Maths – Year 9 – Foundation – Term 5. Our curriculum is designed to give learners the opportunities to think mathematically. This is to ensure children retain key information and become more efficient. CIO – Maths – Year 9 – Higher – Term 5. 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. In our dedicated Teacher Hub you can browse our full curriculum, search and view our lessons, and download, edit and share slides, worksheets and videos with your pupils and colleagues. Author: Created by charlotte_harris_ Preview. Maths urriculum Intent The aim of the maths curriculum is to prepare all of our children for life after school. Teaching is focused, rigorous and thorough, to ensure that learning is sufficiently embedded and sustainable over time. From the onset of the course, we will be there to help you become more confident in using algebra in a huge variety of contexts. Throughout the curriculum you will see tasks that require learners to specialise and generalise, to work systematically, to generate their own examples, to classify and to make conjectures. 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. When teachers look at children’s books, they are expected to distinguish between errors that reflect a misunderstanding, and mistakes that are simple slips. If the teacher wishes to celebrate a child’s success, they may tick in blue or highlight in yellow that section of work. If a child has demonstrated sufficient understanding of a task, they should be moved on quickly. Planning is structured around the concrete – pictorial –abstract approach, providing opportunities throughout for using mathematical vocabulary, developing mathematical thinking and using multiple representations. The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Year 9 – Maths – Term 5. As such, our curriculum embraces the community from which it exists, recognising and celebrating the diverse backgrounds and experiences from which our children originate. 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. 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. 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