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Maths
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MATHS CURRICULUM OVERVIEW Intent We recognise there are a number of factors that affect our pupils previous learning and their ability to continue their maths learning. These include the pupils; historic low prior attendance, gaps in learning, domestic/environmental circumstances, impact of trauma, historic attendance, success in making positive relationships, EHCP outcomes, aggressive/violent behaviour, level of resilience and specific learning difficulty (if any). By the Achieve Phase pupils working at Entry Level will be beginning to overcome many issues around fluency and confidence with numeracy, and at GCSE will have eliminated residual barriers to everyday maths and the challenges of problem solving in maths. Pupils will feel safer and more confident to sit exams and accreditation using their maths skills. They will also be able to generalise their skills to everyday tasks and activities to support their participation into society. For those working at Entry Level, confidence will be stronger despite some gaps in accuracy and fluency. Due to confidence in skills, fluency and knowledge those working at a higher level will have aspiration for achievement in the future.
Pupils will have a stronger self-concept as a mathematician and this will mean that they are able to ask for help and support and feel less shame in doing so: they will accept that this is part of maturity and part of the natural process of learning. It is likely that pupils working at Entry level by the end of Key Stage 4 will still be working at a functional level but will be able to accurately complete simple step problem solving of everyday maths problems. These pupils should be in the minority as most pupils will be working towards a GCSE pathway. Pupils working at the higher level will have a flexible and adaptable approach towards tackling new skills/problems and will have embedded an analytical approach.
Implementation Engage and Develop pupils follow White Rose Maths KS2 Math curriculum to consolidate knowledge and throughly prepare them for their KS4 pathway. Whilst there are schemes of learning for each year group, it is important to acknowledge pupil's likely gaps in knowledge and enable teachers to travel through the curriculum, at lower levels if necessary, to give prior knowledge for individual/groups of pupils. Schemes of Learning should be working documents that fully support developing the learning needs of individual pupils and teachers should use the ‘Ready to Progress’ document alongside end of block assessments. The blocks of Place Value, Addition/Subtraction, Multiplication/Division, Money and Time are given the highest weighting in the live scheme of learning. Engage pupils also have access to TTRS to build fluency and recall in multiplication and division. Achieve Phase pupils follow the Edexcel GCSE Maths curriculum (In the main at Foundation, although Higher would be available if during Develop phase it had been an identified progression route). The skills and knowledge taught and learnt in Achieve Phase at Entry Level are in line with the Primary National Curriculum Years and the Entry Level Certificate AQA qualification which is aligned with the GCSE course of study. Many of the skills identified will be relevant across different age groups in the NC but at different depths. Specifically key tasks will be consolidating and functional, basic skills so that pupils will have the relevant skills to negotiate everyday numeracy activities in life outside school. Pupils will typically follow a ELC curriculum which mirrors the GCSE programme of study if they are working at Entry Level.
Impact We are committed to supporting pupils to achieving a GCSE wherever possible but we also want to ensure all pupils leave an accreditation to take forward. Pupils will follow the ELC, in order to gain some accreditation, but only if GCSE is considered unavailable to pupils. Therefore, challenge and the teaching of developing new skills are always important elements of teaching acknowledging that pupils develop and find confidence and motivation at different ages and stages. Pupils are only receptive to learning new skills when they are engaged and have a sufficient level of self-esteem, confidence and trust and this is volatile for our pupils so whilst we are determined and optimistic we retain a flexible approach.
Langham Oaks aims to ensure that pupils working at all levels will:
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