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Mathematics Curriculum Intent: Understanding Mathematics’ Curriculum DREAM 

Purpose: This document sets out how Mathematics approaches Curriculum Intent at Eaton Bank Academy. 

Design  How have you designed your curriculum to be broad, balanced and ambitious? 
The KS3 Curriculum follows the National curriculum. Its aim is to 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 students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Staff are aware of the content that is taught in KS2, and the curriculum has been designed to build upon this prior knowledge. 

 

At KS4 and 5, the programmes of study cover the full range of material contained in the GCSE and A-Level qualifications. 

 

At all stages, concrete and pictorial representations of mathematics are chosen carefully to help build procedural and conceptual knowledge together. Exercises are structured with great care to build deep conceptual knowledge alongside developing procedural fluency. The focus is on the development of deep structural knowledge and the ability to make connections. Making connections in mathematics deepens knowledge of concepts and procedures, ensures what is learnt is sustained over time and cuts down on the time required to assimilate and master later concepts and techniques. 

Rationale  What is the rationale behind your curriculum design and ordering of content over time? 
All students are capable of achieving high standards in mathematics. At KS3, all students are provided with full access to the curriculum, enabling them to achieve confidence and competence (Mastery) in Mathematics, rather than failing to develop the maths skills they need for the future. The curriculum is designed in small carefully sequenced steps, which must each be mastered before pupils move to the next stage.  

 

Fundamental skills and knowledge are secured first, this is why curriculum content is focused on in considerable depth at the early stages.   There is no prioritisation between technical proficiency and conceptual understanding; these two key aspects of mathematical learning need to be developed in parallel in order to have a successful classroom. 

Equality  How is your curriculum accessible and purposeful for all students, including SEND, Disadvantaged and Higher Ability Learners? 
In KS3, students are broadly taught in mixed ability groups with additional support provided for those that need it in the form of small group teaching. All students follow the same sequence of activities and work on the same tasks and engage in common discussions, however, those students who grasp ideas and concepts quickly are then offered rich and sophisticated problems in order to challenge them further. Concepts are often explored together to make mathematical relationships explicit and strengthen students’ understanding of mathematical connectivity. 

 

Emphasis is placed on high quality teaching and learning, giving all students the opportunity to be exposed to/ engage with the mathematical concepts appropriate to this key stage. Taking a Mastery approach, differentiation occurs in the support and intervention provided to different pupils, not in the topics taught. There is no differentiation in content taught, but the questioning and scaffolding individual pupils receive in class as they work through problems will differ. 

 

At KS4, Students are set based on prior attainment and teacher assessment and are streamed into Higher or Foundation Tiers. However, throughout KS4, students who are following the Foundation stream are given opportunities to extend their understanding and are offered additional support outside of lessons should they wish to move into the Higher Tier. 

Aims, Vision & Values  What is the aim of your curriculum and how does this support the aims and values of the school? 
Our Curriculum aims to inspire a passion and love for Mathematics within our students. In turn, this aims to encourage a high uptake in the subject at KS5, as well as beyond school both in terms of formal University education and as more informal long-term interest in Mathematics. 

 

Students should also be able to apply their mathematical knowledge in Science, Geography, Computing and other subjects. 

Misconceptions  How do you address misconceptions in your subject to support students’ learning? 
Misconceptions are clearly identified at the planning stage of the curriculum and are detailed in the medium-term plans. Misconceptions are explicitly identified in lessons, and sequences of activities are used to expose these misconceptions. 

 

Pupils’ difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention, commonly through individual or small group support. 

 

Maths Curriculum Map


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