Aims and Vision
At Secondary, we follow the ARK Mathematics Mastery curriculum. This has been planned to develop a cumulative curriculum centred on building a deeper understanding and supporting students to master key skills in mathematics. This has been informed by collaboration and best practice in Singapore and elsewhere.
The Mastery curriculum means that pupils tackle fewer topics in greater depth to enhance their understanding of mathematics and give them greater opportunity to problem solve. This is systematically incorporated into all of our lessons to give all pupils an opportunity to develop their resilience.
Features of Mathematics Teaching at Reach
We plan for our pupils to be given the time to understand topics through exploration and investigation before moving onto the next topics. We spend a long time deepening understanding, rather than accelerating through topics in a spiral curriculum. We place an emphasis on the use of language, concrete manipulatives and pictorial representations. Once students feel comfortable with the concepts, we move onto abstract representations.
Problem solving is a pivotal part of our lessons. Our lessons focus on an exploratory, problem-solving approach to mathematics. We use bar modelling early on in Year 7 to develop students’ competence through their application in a variety of problem-solving contexts. In our weekly meetings the maths team is encouraged to think about the key elements that create a good lesson such as differentiation, questioning, language and misconceptions.
Pupils are set 3 pieces of homework per week (30 minutes each) to consolidate their understanding of topics. We also use the “mymaths” website to set homework and as a revision tool. Pupil regularly take part in “Times Table Rockstars” competitions as a sequenced programme of times table practice. This is to boost times table recall speed to ensure that pupils can access maths problems confidently.
All of our outcomes are backwards planned from a pupil being set-up to achieve an A at A-Level in that subject. We set 3 sublevels of progress per year as a minimum target for each pupil. At the end of Key Stage 3 all pupils are targeted a 7c as a minimum to ensure that they are set up for GCSE success and beyond. Each pupil has an individually designed flight plan based on their Key Stage 2 entry point.
Maths Key Stage 4 – Vision
Proficiency in numeracy is essential in every sphere of adult life and we are dedicated to ensuring all our pupils develop a deep understanding of the subject. Our vision is that all pupils are resilient mathematicians who can problem solve and be logical in their mathematical thought.
Our Key Stage 4 curriculum has been designed in conjunction with ARK Mathematics Mastery. Our year 10 pupils have followed this programme since they were at the end of year 7. Key Stage 4 pupils have 5 hours of maths and receive 3 pieces of homework weekly.
They Key Stage 3 curriculum is focused on the “concrete, pictorial, abstract” approach to ensure that pupils had a clear understanding of the fundamentals of our subject. This means that at Key Stage 4 we can really hone in on problem solving and meeting content in the abstract.
When initially putting the curriculum in place we contacted several top Universities to hear what they valued and what undergraduates were lacking in mathematical skills. Based on their feedback we have incorporated a greater focus on problem solving, and developing independence and resilience when working with mathematical ideas.
We follow the ARK Mathematics Mastery curriculum throughout Key Stage 3 and Key Stage 4. Review the curriculum overview.
|Year 10 Cycle 1:NumberGeometry||Year 10 Cycle 2:ReasoningGeometry||Year 10 Cycle 3:Sampling & ProbabilityApplications of Algebra|
|Year 11 Cycle 1:Applications of AlgebraGeometry||Year 11 Cycle 2:Revision||Year 11 Cycle 3:Exams and revision|
Trips and Enrichment
In Key Stage 4 there is the opportunity to take part in the “UKMT” mathematical challenge. Other maths trips have included going to Bletchley Park, Bank of England and Bank of America. Trips are focussed on pupils being able to see how mathematics is used in practice beyond degree level to foster an appreciation of the subject at secondary level.