Mathematics

Intent

We believe that Mathematics is a fundamental life skill equipping learners for today and preparing them for the future.  Our Mathematics curriculum has been developed in line with our whole school curriculum intent to deliver a broad, relevant and engaging curriculum, bespoke to each child and young person. We aim to inspire our children and young people to enjoy and enthuse about mathematics across key stages, therefore maximise their potential in the subject.

Our vision is that all children and young people have the opportunity to succeed, balancing new learning through a spiral curriculum with regular revisiting skills to consolidate learning, thus ensuring all our students to acquire a deep, long-term, secure, and adaptable understanding of mathematics. 

​We encourage our children and young people to discuss their reasoning in lessons, as this can help formulate their answers and seek a variety of opportunities and experiences that widen their appreciation of mathematics and the world around them. Our vision is each and every child will leave us with a recognised qualification to give them the very best opportunities in their chosen pathway.

Implementation

The aim of Educate U’s mathematic curriculum is to deliver a comprehensive mathematics curriculum designed to foster a deep understanding of mathematical concepts, critical thinking skills, and problem-solving abilities across all key stages. Our curriculum is aligned to national curriculum standards and aims to provide a well-rounded mathematical education to all our children.

Our curriculum objectives include Conceptual Understanding; Problem solving; Mathematical Reasoning; Communication; and Mathematical Fluency.

Teachers are supported in Mathematics by the Mathematics subject lead. The subject lead ensures that all lessons are planned to be accessible and engaging for all of our children with SEND, and that reasonable adjustments have been made to ensure that all can access the Mathematics curriculum but also that there is challenge for those who are able. A number of learning styles/activities are utilised during lessons appropriate to the pupil being taught and the composite of knowledge that is being taught.

Data collected from end of unit/block assessments will clarify expected progression levels across the school according to individual IEP statements, inform teacher planning to address individual subject knowledge gaps and promote enrichment activities with the support of the subject lead. The subject lead will use this data to support ongoing staff CPD to ensure consistent high quality first teaching, differentiation, assessment and reflection.

Impact 

Following initial baseline assessments for new intake children, staff record internal data to monitor progress for pupil progress throughout each term for mathematics. Expected progress will differ from pupil to pupil according to ability and need but staff will record Working Towards (WT) expected level, Working At (WA) expected level and Working Beyond (WB) expected level relevant to skills and knowledge demonstrated by a pupil relevant to their ability and needs.

Mathematics is delivered by high quality first teaching which promotes the love of learning underpinned by the White Rose Maths scheme of work and Pearson EdExcel. In the Spring term of Year 9, children will be baselined using a Functional Skills maths paper to a level agreed with subject teacher and the Maths lead. From this baseline, children will split into one of two pathways – either Functional Skills or GCSE Maths. Depending on the level of Functional Skills, GCSE Maths may still be available as an agreed option in Year 10.

Through the mathematics curriculum, children will demonstrate the ability to be competent mathematicians and problem solvers in a variety on concepts giving them skills which will support them as life long learners in their chosen pathway.

Our Vision

The geography curriculum outlined here aims to provide students, including those with Special Educational Needs and Disabilities (SEND), with a broad and enriching understanding of the world, covering both human and physical geography. Here's a summary of the curriculum's key components: 

1.      Progression Across Key Stages: 

1.      KS1 (Key Stage 1): Introduction to fundamental geographical concepts such as transport, mapping, and world oceans. 

1.      KS2 (Key Stage 2): Deeper exploration of topics like world biomes (e.g., rainforests), the energy crisis, and the Arctic, emphasizing global environmental issues. 

1.      KS3 (Key Stage 3): Builds on prior knowledge with more complex topics, including world climate zones, habitats, and extreme planet phenomena like climate change. 

1.      Inclusive Approach for SEND Students: 

1.      The curriculum is designed to be accessible and engaging for SEND students by integrating a holistic approach that connects geographical processes, human societies, and economic and environmental challenges at local, national, and global levels. 

1.      Skill Development: 

1.      Throughout all key stages, students enhance their cartographic, graphical, ICT, GIS, and photographic skills. These skills are embedded into the curriculum units and further reinforced through fieldwork, allowing students to apply what they’ve learned to real-world scenarios. 

1.       Critical Thinking and Inquiry: 

1.      The curriculum emphasizes the development of critical thinking, inquiry, and problem-solving skills. Students are encouraged to ask questions, explore complex issues, and layer their understanding as they progress through the curriculum. 

1.      Real-World Application: 

1.      Fieldwork enquiries and other practical activities are central to the learning process, ensuring students can connect classroom knowledge to real-world situations, enhancing their confidence and life experiences. 

This curriculum helps students build a comprehensive understanding of geography, fostering both knowledge and skills that are essential for navigating an increasingly complex and interconnected world. 

Assessment 

Geography progress is monitored each term, with pupils recorded as Working Below, At, or Beyond expected levels based on their ability and needs. High-quality teaching promotes a love of learning, supported by the Geography subject lead, who ensures lessons are accessible and engaging for all students, including those with SEND.  

Reasonable adjustments are made to ensure inclusivity while maintaining appropriate challenges. Lessons incorporate various learning styles and activities, tailored to the needs of the class and the knowledge being taught, ensuring that all pupils can fully engage with the curriculum.