Lead: Mr A Tasker
Our Intent at Swinton Queen
At Swinton Queen, we endeavor to teach our students to become confident mathematicians who are not afraid to take risks. Mathematics is a creative and highly inter-connected discipline. It is essential to everyday life, critical to science, and necessary for financial literacy and most forms of employment in the future.
A high-quality mathematics education, therefore, provides a foundation for curiosity, in order to understand the world and oneself.
Our vision for mathematics encapsulates this belief:
We value a culture of curiosity, where mathematicians who embrace risk-taking, are able to foster a greater understanding of themselves and mathematics in the real world.
It is expected that the majority of students move through the curriculum at broadly the same pace. Pupils need to be able to move fluently between representations of mathematical ideas, making rich connections to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
Our Implementation at Swinton Queen
Our teaching encapsulates a Mastery Approach and is based on the Mathematics Programme of Study to ensure that the aims of the National Curriculum are met.
Progress should always be based on the security of a pupil's understanding. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding through additional practice.
White Rose Maths is used as a foundation to sequence the objectives for each Key Phase. However, this is heavily adapted to ensure coverage for mixed year groups. This is done to ensure pace, depth and progression in each skill; this includes meeting the Ready to Progress Criteria.
Supporting this is our involvement in the South Yorkshire Maths Hub, which aims to support teachers in developing their subject knowledge, addressing common misconceptions, and making links across multiple concepts in order to embed understanding.
We assess maths through a 2-step approach. Firstly, using constant AFL across lessons and units. This helps us to ensure students are spending correct amount of time in Guided Practice or Independent Activity. Secondly, we use post unit assessments to gain a 'point in time' judgement which informs our planning and future learning. This is supported by termly assessments, which allows us to identify whether pupils are where they should be for that point of the year and if any additional support is required.
Credits:
Created with images by ariesa66 - "slide rule calculate maths" • NOST - "operations math physical" • Pixzito - "iphone math studying"