Intent
The intent of our mathematics curriculum is to provide students with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum. It is also intended that all students, regardless of their starting point, will maximise their academic achievement and leave Harbour Vale School with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.
We ensure that we deliver a high quality maths curriculum that is both challenging and enjoyable. We want students to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our students to be able to apply their mathematical knowledge to science and other subjects. We want them to know that maths is essential to everyday life, careers and that our students are confident mathematicians who are not afraid to take risks. Fully develop independent learners with inquisitive minds who have secure mathematical skills and an interest in self-improvement and feel confident when leaving Habour Vale School and the career paths that they pursue.
Implementation
Our implementation is developed through secure understanding of the curriculum and subject area. Long term planning follows the National Curriculum. Short term planning is based on individual student need and planning from feeder schools. By using a variety of resources we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our students. Using prior knowledge as a starting point for all future planning and teaching, we plan lessons which are required for all students to make good progress. Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time. Lessons are designed to provide students with the scaffolding required to access the learning at all levels. Students are invested in their learning and are making a positive contribution to their lessons. Assessment informs the teaching and learning sequence, and students work on the objectives they are assessed as being at. Students who not making the required progress are given extra support through additional lessons and support in class in order to meet our INTENT of developing students academically. Feedback is given on student’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the students who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. In order to support teacher judgments, students are assessed using current and reliable tests in line with the national curriculum for maths. Analysis of any tests that the students complete is undertaken and fed into future planning. Summative assessments are completed at the end of the academic year and help influence the overall judgement reported to parents in the end of year report. Working with SLT, key data is analysed and regular feedback is provided and discussed at pupil progress meetings to inform progress and future actions.
Impact
When leaving Harbour Vale School students will demonstrate quick recall of facts and procedures as well as have the flexibility and fluidity to move between different contexts and representations of mathematics. They will have the ability to recognise relationships and make connections in mathematics. Students will show a high level of pride in the presentation and understanding of the work. Students will show confidence in believing that they will achieve. Students are prepared for the world of work, college, training or apprenticeships with high aspirations and ambitions.