In line with the aims of the KS3 National Curriculum for mathematics we want to ensure all students are able to reason mathematically, solve problems and be fluent with facts.
All teachers have strong mathematical knowledge and a clear understanding of our schemes of learning; they are knowledgeable of the mathematical journey students have already been on and continue to build on it, leading to success at GCSE and beyond. Teachers work towards the defined excellence for each unit of mathematics. The approach ‘find out what they don’t know and teach them it’ is embedded. Summative data is analysed at a fine grain size during DAFITAL providing formative information which is then used to inform further teaching. Alongside this, an efficient and continuous assessment for each unit or milestone is carried out.
Teachers clearly model mathematical procedures with consistency, as agreed within the scheme of learning and calculations policy. This approach is consistent with the latest educational research. Where applicable, teachers make links across units of work in order to emphasise the many connections between different mathematical facts, procedures and concepts to create a rich network of understanding. Lessons are well structured; teachers use carefully selected examples in order to model methods for students to practice. They ensure milestones, which lead to excellence, are broken down into smaller steps for each unit of work. Proportional time is spent developing deep knowledge of the key ideas that are needed to underpin future learning (progression of skills), guided by the scheme of learning. Pedagogy is based on the best available evidence (supported by Blackpool Research School) with a variety of teaching strategies used. Teachers predict difficulties learners may have in advance and plan to address potential misconceptions before they arise. If there are further difficulties within the lesson, misconceptions are uncovered and addressed rather than sidestepped. Carefully selected manipulatives and representations are used to support mathematical understanding of concepts, enabling students to deepen understanding and use the mathematics independently.
Teachers promote oracy and develop confidence by encouraging students to talk about mathematics and to explain their thinking. This approach is used in order to build resilience and confidence in the classroom. Success is celebrated and we maintain high expectations for all students.