Numeracy is well taught across the curriculum and progress in mathematics is improving
Maths Curriculum Area
Mathematics is an important creative discipline that helps us to understand and change the World. We want all pupils at Pittville School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject.
At Pittville, we have high expectations for all students, foster positive ‘can do’ attitudes and believe all pupils can and will achieve in mathematics by providing opportunities for all pupils to develop the depth and rigour they need to make secure and sustained progress over time. We reject the idea that a large proportion of people ‘just can’t do maths’. All students are encouraged by the belief that by working hard at mathematics they can succeed and that making mistakes is to be seen not as a failure but as a valuable opportunity for new learning. We fully embrace the principles of Teaching for Mastery and teach for secure and deep understanding of mathematical concepts not tricks/rules with no meaning. Our Head of Faculty is an NCETM Maths Hub Secondary Teaching for Mastery Specialist and the school is proud to be a strategic partner of the GLOW Maths Hub.
The Mathematics Curriculum is a carefully designed 5 year curriculum to support a seamless transition from Primary (KS2) and empower all students to achieve their best GCSE grade possible. Additional Maths is also available as an option for students to provide further challenge and enrichment beyond the GCSE Mathematics Curriculum. This includes the study of GCSE Statistics and Level 2 Further Mathematics.
More information can be found on the curriculum documents.
A set of ‘Mastering Maths @ Pittville’ classroom norms have been developed by the Faculty based on the national NCETM Teaching for Mastery 5 Big Ideas and principles. These norms provide the framework to support lesson design across the Faculty to ensure all students have the same mathematical experience and they are also shared with students in each classroom. The Faculty is committed to supporting and challenging each other through the process of collaborative planning and all teachers have dedicated time to facilitate this important process.
Lessons are designed to have a high-level of teacher-student and student-student interaction where all students in the class are thinking about, working on and discussing the same mathematical content. Challenge and the opportunity to deepen understanding of the key mathematical ideas is provided for all through rich and sophisticated problems rather than acceleration through new content.
We also recognise that purposeful practice is a vital part of learning and we aim for the practice to be intelligent in maths lessons to develop students’ conceptual understanding and encourage reasoning and mathematical thinking, We also value deliberate practice in the additional KS3 Toolkit lessons and homework. These ensure key facts such as number facts (including multiplication tables), formulae and relevant theorems, as well as key algebraic techniques, are learnt and practiced regularly in order to avoid cognitive overload in the working memory. This helps students to focus on new ideas and concepts.
- Students are Mathematically Coherent
By focusing on one key point each lesson, students achieve deep and sustainable learning and make mathematical connections.
- Students understand Mathematical Structure
By using concrete and pictorial representations, students understand the structure of mathematics.
- Students are mathematically fluent
By discussing appropriate methods, strategies and approaches, students work efficiently, accurately and flexibly.
- Students Think Mathematically
By focusing on 'the answer is only the beginning', students describe, explain, justify, convince and prove mathematical ideas.
- Students are resilient
By providing opportunities to solve problems in both familiar and unfamiliar contexts, students develop their resilience and embrace a 'have a go' attitude.
How can parents help the students and the Maths Faculty?
Please do talk to your child about the mathematics they are learning at school and encourage them to explain their understanding of the ideas to you.
Research shows that statements such as 'I was never any good at maths', 'I don't have a maths brain', etc have an immediate negative impact on the progress of learners. Statements such as 'I had to work hard to understand maths' help foster a positive #YesUCan mindset.