Maths

Intent

We aim to create confident and enthusiastic mathematicians who have a love of learning.

Our students will be equipped with numeracy skills to allow them to work fluently and reason mathematically. They will see the relevance of their learning with links to the world of work as well the world around them. Our students will be resilient problem solvers who can work co-operatively to tackle the most challenging problems. They will be independent learners who are able identify their strengths and areas for improvement, taking action with a growth mind-set to progress their learning.

As practitioners, we deliver inspiring lessons where students are challenged to deepen their understanding. We foster a culture of inquisitiveness and encourage our students to ask and answer thought provoking mathematical questions.

We have developed a scheme of work which promotes problem solving and builds resilience within our young people. Students can relate their learning to the world around them through careers links starters. Our curriculum ensures a smooth transition from KS2, building a solid mastery of topic in KS3 to allow our KS4 students to reach their full potential. A focus on oracy means our students can express themselves confidently using subject specialist vocabulary. We provide personalised feedback and promote independent study though our use of technology in the classroom and at home.

As an exceptionally collaborative and supportive department, we regularly share resources and review schemes of work to ensure the best curriculum is delivered to all students.

Learning Journey KS3

canon slade learning journey ks3 mathematics.pdf

 Learning Journey KS4

canon slade learning journey ks4 mathematics foundation.pdf

 

canon slade learning journey ks4 mathematics higher.pdf

 Learning Journey KS5

canon slade learning journey ks5 a level.pdf

 

canon slade learning journey ks5 further a level.pdf

 Assessment Calendar

maths assessment calendar.pdf

 

By year 11 a student of Mathematics will be able to:

• accurately recall facts, terminology and definitions
• use and interpret notation correctly
• accurately carry out routine procedures or set tasks requiring multi-step solutions
• make deductions, inferences and draw conclusions from mathematical information
• construct chains of reasoning to achieve a given result
• interpret and communicate information accurately
• present arguments and proofs
• assess the validity of an argument and critically evaluate a given way of presenting information
• translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes
• make and use connections between different parts of mathematics
• interpret results in the context of the given problem
• evaluate methods used and results obtained
• evaluate solutions to identify how they may have been affected by assumptions made

By year 13 a student of Mathematics or Further Mathematics will be able to:

• understand mathematics and mathematical processes in ways that promote confidence, foster enjoyment and provide a strong foundation for progress to further study
• extend their range of mathematical skills and techniques
• understand coherence and progression in mathematics and how different areas of mathematics are connected
• apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general
• use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly
• reason logically and recognise incorrect reasoning
• generalise mathematically
• construct mathematical proofs
• use their mathematical skills and techniques to solve challenging problems which require them to decide on the solution strategy
• recognise when mathematics can be used to analyse and solve a problem in context
• represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them
• draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions
• make deductions and inferences and draw conclusions by using mathematical reasoning
• interpret solutions and communicate their interpretation effectively in the context of the problem
• read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding
• read and comprehend articles concerning applications of mathematics and communicate their understanding
• use technology such as calculators and computers effectively, and recognise when such use may be inappropriate
• take increasing responsibility for their own learning and the evaluation of their own mathematical development.