Curriculum - Maths

“Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.”  William Paul Thurston, American mathematician

Article 29: Education must develop every child’s personality, talents and abilities to the full.

At Trafalgar School it is our intention that, through their Mathematics learning, students should:

  • Develop a passion for mathematics that continues throughout their school life and beyond.
  • Build curiosity about the mathematics around them and ask about ‘why’ and ‘how’ concepts arise.
  • Be able reason mathematically through lines of enquiry, conjecturing relationships and generalisations, developing arguments through justifications and proof using mathematical language.
  • Become fluent with the fundamentals of mathematics, through varied, frequent practice and increasingly complex concepts over time, so that they can develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Be able to problem solve by applying mathematics to a variety of routine and non-routine problems, with increasing sophistication. Breaking down problems into a series of simpler steps and persevering in seeking solutions in order to promote independence, resilience and perseverance through rich-tasks. 
  • Be self-sufficient in managing their personal finances beyond secondary school.

It is also the intention that, through their lessons, teacher should:

  • Ensure students receive a high-quality mathematics education.
  • Build on the mathematics that has been taught previously to enable students to master key skills and make rapid progress.
  • Enable students to become fluent in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems over time, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Be inclusive and meet all students’ needs to ensure that all learners are able to access the curriculum and achieve
  • Ensure that students who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content.
  • Ensure that those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on.
  • Challenge and engage the most able students, encouraging them to study Maths and related courses beyond GCSE and into A Level, at University and through their career ambitions.
  • Cultivate an enthusiasm for Maths, and develop application skills, through relevant and related trips and extra-curricular activities.

The Mathematics department implements this in the following ways:

  • The delivery of a high quality curriculum.
  • Schemes of learning in place that allow for student progression in all areas of mathematics in an appropriately sequenced way.
  • SoL have a balance of non-negotiables within, so that students have a common experience in maths and are challenged in line with their individual starting points.
  • Ensuring that a rolling program of review for SoL are in place.
  • All lessons within the mathematics department will have a consistent approach of a learning review followed by new content.
  • Throughout the delivery of new content there is a process of I do, we do, you do to support students learning journeys.
  • Rich mathematical experiences are used so that students experience a variety of increasingly challenging problems in a variety of contexts.
  • Mathematics lessons and specifically designed activities, allow students the opportunity to develop fluency in performing key mathematical skills so they become second nature.
  • Students’ ability to solve problems is nurtured during lessons through exposure to a variety of strategies and modelling of good practice.
  • Assessment is used as a vehicle for students to reflect on their progress and identify areas that require further development.
  • Feedback and assessment policies are consistently adhered to across the department.
  • Setting and completion of quality home learning provides opportunities for further review of previous topics.
  • Appropriate data is collected on student performance and is used to assist in any required amendments of the curriculum delivery.
  • Best practice is shared within the department.
  • All teachers will be aware of any developments within the curriculum and receive appropriate CPD opportunities based on theirs and the student’s needs.
  • All members of the department will engage in working in partnership will all stakeholders and appropriate outside agencies to provide a range of curriculum opportunities for all.
  • Student response to teacher feedback is increasingly more detailed and leads to a greater level of student understanding.
  • Students will be involved in the development of the curriculum.
  • Students will be given the support and guidance needed to ensure that they make progress from their starting points.

Study of Mathematics at Trafalgar School will allow students to:

  • Gain qualifications that will be suitable to their future lives.
  • Reach their full potential.
  • Perform basic numeracy skills fluently.
  • Perform basic mathematical skills needed in their chosen career or for entry to higher or further mathematical education.
  • Understand the mathematics likely to be encountered in daily life.
  • Reason clearly and logically, and to set out rational arguments.
  • Approach problems systematically and choose appropriate techniques for their solution
  • Experience satisfaction in and enjoyment of mathematical experiences and achievements
  • Develop fluency in performing key mathematical skills so they become second nature.
  • Reason mathematically, think logically and flexibly to develop sound mathematical arguments.
  • Solve problems in a diverse range of situations.
  • Apply their mathematical skills and techniques across all areas of the curriculum.

The curriculum will also:

  • Allow disadvantaged students to make progress at the same rate as non-disadvantaged students.
  • Ensure that students' social, moral, spiritual and cultural understanding is at the heart of the school's work in promoting fundamental British values and addressing prejudice and extremism by building resilience, confidence and a sense of belonging.
  • Make clear links to RRSA.

Check back later.

Maths at Thorpe Park – residential and day trip options

National Cipher Challenge Club

It All Adds Up – trip to Oxford University for Able Female Mathematicians

Puzzle of the week – Leader boards to be updated by AHO

Junior Maths Challenge

Intermediate Maths Challenge

Year 10 Maths Feast

UKMT Team Challenge