Mathematics

Nature of Subject

The values of mathematical activity are diverse. At its most rudimentary, every human needs to understand and apply skills in arithmetic. As it increases in complexity, mathematicians become resilient problem solvers, adept at modelling and analysing the abstract processes which permeate our technological world. As a discipline which underpins the physical sciences, the study of mathematics can lead in any and every direction. By honing their problem-solving skills of logical analysis, abstraction and evaluation, pupils working to progress in mathematics will find themselves much in demand across industries in finance, technology and scientific innovation.

Intent

At Coloma, the schemes of work have been written whereby the subject domains and concepts are in line with the aims and ethos of the national curriculum. In order that pupils have the steps needed to become master mathematicians, emphasis is placed on developing deep, long-lasting knowledge, so that pupils form strong links within and between various subject areas and concepts. The focus is on ensuring the pupils become resilient problem solvers so that they can critically and confidently engage with the world around them. As a result, students work through phases rather than years. Teachers will ensure students master each concept and domain within each phase before moving through to the next, following a curriculum specifically sequenced to draw links between concepts and target misconceptions head on.

Design

In each unit we will ensure that all students develop a deep understanding of fundamental concepts, achieve fluency in their mathematics, and are able to recall and apply knowledge rapidly and accurately. Students will also learn how to reason mathematically and apply their mathematics to a variety of problems with increasing sophistication. Looking beyond the subject matter itself and into the practical world, we want to ensure that our students are equipped with the knowledge to feel empowered to challenge injustice via data analysis in order to effect change.

At KS3 we will teach fewer concepts in greater depth within each domain. This means more time may be spent on one topic to secure thorough understanding of key concepts in order to underpin the development of versatile problem solvers. Students will be further challenged by questions that require deeper understanding and more complex problem solving in the focus topic before moving on to the next.

Delivery 

Cognitive theory is used in the classroom to ensure students transfer content into their long-term memory and as a result, retain information as they move through each unit of work. This is achieved through regular low-stakes testing, revisitation of previous content at the beginning and middle of each lesson and combining previous content into the problem solving of new content. Fluency skills are atomised to draw out minimal differences, reducing cognitive load and building deeper understanding of the mathematical structure behind an overarching topic. As each unit moves into problem solving, the gradient of challenge is carefully managed by withholding or adding in information, allowing pupils to increase their cognitive load at a sustainable pace and thus promote resilience.

Overall, the curriculum is designed to ensure all students are supported to build success by forming links with concepts previously taught. By instilling deeper understanding and increased risk-taking, teachers guide pupils towards a growth mindset. We encourage our pupils to deeply reflect on their choices and the values that underpin them in order to improve themselves and their community. In dedicated sessions of carefully sequenced intelligent practise, pupils are encouraged to think hard in the lesson, apply their skills and develop their versatility as problem solvers in the classroom and beyond