Maths

Head of Department: Mr D McGrath 

Maths lead practitioner: Mrs N Sevellec 

Mathematics GCSE Specification: Edexcel (1MA1) 

Statistics (option) GCSE Specification: Edexcel (1ST0) 

Introduction of the Mathematics Curriculum

We want pupils at Hartshill Academy to have knowledge of the main areas of maths, this includes number, algebra, geometry, ratio and proportion, statistics and probability. Doing this allows pupils to have access to a range of topics so that they can succeed in the future. 

The United Curriculum for Mathematics is built upon the core United Curriculum principles which are available here  

These are the principles of the mathematics curriculum:  

  • Entitlement: All pupils in maths are exposed to extensive number, algebra, geometry, proportion, and statistics content and are not taught on separate pathways until Key Stage 4. This ensures that all pupils can access all areas of maths and have time to develop their skills before limiting their entitlement to Higher maths.  
  • Coherence: Our curriculum has been carefully sequenced to ensure that knowledge is revisited without having a spiral curriculum, and to ensure that classic misconceptions between topic areas are avoided.  
  • Mastery: Mathematical concepts are taught in-depth and continually revisited through careful interleaving of content into future teaching topics. The focus on retention of knowledge is at the core of the maths curriculum; the mastery approach supports this.  
  • Adaptability: Teachers are provided with a fully resourced curriculum that will meet the expectations of the maths curriculum in Key Stage 3 and Key Stage 4. Teachers are expected to adapt these resources and have autonomy in the way they are delivered in the classroom.  
  • Representation: Maths is universal, providing all pupils with an elegant and logical way of viewing the world. Where our resources include names and places, these have been selected to be inclusive. We believe that a secure understanding of maths is an essential starting point for all young people.  
  • Education with character: Mathematics is a common language in which all pupils can solve, analyse, and problem solve. Our curriculum supports pupils to build logical reasoning, critical thinking and is mentally rigorous. 

Below are the links to the maths curriculum maps which show which topics are taught when. 

Implementation of the Mathematics Curriculum

The implementation of the United Curriculum for maths reflects our whole school teaching and learning principles, more information can be found here

For maths in particular: 

  • Our curriculum promotes a consistent approach to lesson delivery by linking lesson structure to the Rosenshine’s Principles of Instruction.  
  • Pupils will be far better equipped to apply mathematical thinking to a problem if their working memory is not overloaded with basic calculations. Therefore, our curriculum always emphasises secure content knowledge before moving onto problem-solving tasks. 
  • Our weekly homework tasks are set on the Sparx Maths website and follow the content that is covered in lessons. This allows pupils to practice what they are learning in school, deepen their understanding and helps pupils to retain what they have learnt.  
Assessing the impact of the Mathematics Curriculum

Text BoxBy teaching our curriculum well, and delivering education with character, we bring out the best in everyone at Hartshill Academy. We use both formative and summative assessment in maths to ensure that our pupils make progress. 

Formative assessment 

A range of impactful formative assessment takes place in maths lessons; this allows us to adapt our teaching to the needs of our pupils. Some examples include: 

  • Our ‘Do now’ tasks at the start of the lesson are used as retrieval tasks to allow pupils to demonstrate what they can remember from previous lessons. 
  • Questioning in lessons. Teachers check understanding so they can fill gaps and address misconceptions as required; this includes Cold Call and No Opt Out, as well as Stretch It. 
  • Whiteboards are frequently used in the check phase of the lesson to ensure pupils are actively involved in the learning and that all pupils are taking part. Teachers adapt their lessons depending on the answers pupils give, for example, this may highlight a misconception that the teacher can address with the class and then move on.  
  • Low stakes quizzes – these are sequenced as part of retrieval practice, 

Summative assessment 

Summative assessment is used to assess the content delivered through the year across a range of topic areas. 

  • All pupils in years 7-9 will complete half termly assessments, a midyear exam and an end of year exam, these allow us to check for retention of knowledge and skills, as well as highlight any areas where pupils may need additional support. 
  • Pupils in year 10 will complete end of unit assessments, a mid-year exam and an end of year exam. Each exam question is linked to a sparx code, this is to help pupils focus their revision and allows them to demonstrate their depth of understanding in the given topics. 
  • Pupils in year 11 will complete two sets of mock exams to allow us to track their progress towards their final GCSE exams in May and June. Following each assessment, all pupils are given a personalised revision list to highlight their areas of strength and areas for development. This document also contains the sparx codes to support pupils with their independent revision at home. 
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