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Mathematics

All students will experience maths on a daily basis. In offering students a wide variety of experiences to practise their skills we will aim for all to become as numerate as possible in environments where it is necessary for daily living.  In Years 1 to 6 the students will be streamed according to their ability not necessarily their year group, enabling them to access the curriculum at their level. Each student will have a target set and reviewed by their group’s teacher. 

Mathematics Approach

  • The Mathematics approach has three key principles: deep understanding, mathematical thinking and mathematical language, with problem solving at the heart of the curriculum.
  • It is based around 3 stages of conceptual understanding.  When a child first learns a concept such as addition they will practise using concrete manipulatives (resources such as bead strings, cubes, Dienes etc.) so they may have 3 cubes and 5 cubes then put them together to count 8.  Once they are confident with the concrete stage they move on to the pictorial stage – visual representations, pictures and diagrams so they may have pictures of 3 objects and 5 objects which they will count.  The third and final stage is the abstract stage when the child can solve equations without any manipulatives or pictures – 3+5=8.
  • This approach will apply to students based on their ‘needs’ and ability to work within the 2014 Primary Curriculum.

Curriculum overview

Early years and primary curriculum

Reception to Year 6

 

Long term goal of mathematics teaching:

  • Development of deep structural knowledge and the ability to make connections.

     

  • Ensure what is learnt is sustained over time.

     

  • Reduce the time required to assimilate and master later concepts and techniques.

 

Visit ‘Subjects’ area of website and click on ‘Mathematics’ for more information as to how this is achieved.

 

Curriculum overview

Secondary curriculum

Year 7 – 11

Long term goal of mathematics teaching:

  • Development of deep structural knowledge and the ability to make connections.

     

  • Ensure what is learnt is sustained over time.

     

  • Reduce the time required to assimilate and master later concepts and techniques.

 

Visit ‘Subjects’ area of website and click on ‘Mathematics’ for more information as to how this is achieved.

 

Subjects

Mathematics

Students following a primary curriculum are taught maths on a daily basis, whereas those on a secondary model receive four lessons per week. The students tend to be streamed based on their cognitive ability rather than biological age but all of the staff at Venturers’ Academy are expected to assess the child’s current attainment and then select work that is appropriately challenging.

If a child is below age related expectations they may have the opportunity to take part in an intervention to boost their attainment. The intervention we are currently using is Catch-Up Maths; delivered via 2 x 15-minute sessions which are targeted towards their individual weaknesses. We also have a whole school subscription to ‘maths whizz’, which is an online learning platform designed to boost their attainment and can be accessed at home or in school.

Early Years and Primary Model

Venturers’ Academy is currently using Mathematics Mastery as a framework to deliver the National Curriculum Mathematics Programmes of Study. Mathematics Mastery is based on six principles:

  1. Success for All

    Every child can enjoy and succeed in mathematics as long as they are given the appropriate learning opportunities.

  2. Deeper Understanding

    Allowing time to fully explore and apply ideas enables pupils to truly grasp the concepts they are learning.

  3. Problem Solving

    Encouraging pupils to identify, connect and apply relevant mathematical principles to solve new problems.

  4. Mathematical Thinking

    Developing the skills to be systematic, generalise, come up with new ideas and seek out patterns.

  5. Mathematical Language

    Strengthening conceptual understanding through discussion, armed with the language to explain and reason.

  6. Multiple Representations

    Using objects, pictures, numbers and symbols to represent mathematical ideas and make connections in different ways.

We are very aware that some children may not respond well to the structure/content of Mathematics Mastery so whilst every effort is made to adhere to this model the individual class teachers are given scope to design bespoke lessons where necessary.

Secondary Model

Pupils following the secondary model are also learning mathematics using a ‘mastery’ approach. They will all follow the White Rose Maths scheme of work but the level at which they’re working dictates the lesson content and can fluctuate depending on prior knowledge. The learning follows a set structure: concrete (practical apparatus), pictorial (using pictures/diagrams) and abstract (numbers and symbols). The aim is to achieve a nationally recognised mathematics qualification in Year 11; whether that be an Entry Level Certificate, Functional Skills Certificate or a GCSE.

 

 

 

 

Primary

Early Years Foundation Stage

In the Nursery and Reception classes, students are given every opportunity to experience numbers, through stories, song and through the formal teaching of the mathematics. Students experience counting with concrete manipulatives before drawing the sum and then solving the mathematical equation. The lesson is split into 6 parts and includes a talk task as well as a written task. They are encouraged to talk in sentences using specific mathematical vocabulary. Students are assessed through the early learning outcomes which have a number strand.

Years 1 and 2

In Years 1 and 2 students all follow the Mathematic scheme of work. The six part lesson is a structure developed to maximize learning. Concrete manipulatives are used to reinforce mathematical reasoning. Children move from dealing with concrete manipulatives (Dienes and cubes etc.) to drawing the sum and then writing the equation. Students are tested at the end of Year 2. There is also a maths meeting which takes place for 15 minutes outside of the maths lesson. This reinforces basic maths principles in a very quick fire manner.

Years 3 to 6

In Years 3 to 6, Mathematics National Curriculum is followed. Students are tested in Year 6 (SATs) in arithmetic and reasoning. Higher ability students are chosen to take part in competitive maths challenges with other schools. There is also a maths meeting for students which takes place for 15 minutes outside of their maths lesson. This reinforces basic maths principles in a very quick fire manner.

Years 7, 8 and 9

Years 7 to 9 are key to building strong foundations of the fundamental mathematical concepts upon which success at GCSE and potentially A level courses are based. These are divided into six main areas; number, algebra, ratio proportion & rates of change, geometry & measures, probability and statistics. The syllabus for Years 7 and 8 has been developed jointly with over 66 academies to ensure for the most effective teaching. The end of term assessments alternate between past Year 9 mathematics SATs questions and papers in the style of the new GCSE. This gives both students and teachers the chance to precisely gauge their progress against their target grades, as well as preparing the students for higher stages of their mathematics education.

There are several events organised for students throughout the year. These include activities such as Rock Assembly, where Year 7 are taken off timetable for a day of discovering the mathematics behind designing a rock concert, taking part in the UK Mathematics Challenge and rich tasks at the end of each term to develop their higher level thinking skills.

The Mathematics faculty provides intervention and support for those pupils who are falling behind their target grades, through in class support and intervention groups so that pupils can quickly catch up on fundamental concepts that they have not yet grasped. The students can also improve their mathematical skills from home by using www.mymaths.co.uk, taking part in the challenges on www.sumdog.com and practising their times tables on www.ttrockstars.com.