Curriculum Intent, Implementation and Impact Statement
Introduction – Overall Department Intent
At Abbey Park School our aim is for all pupils to acquire a deep, long-term, secure and adaptable understanding of mathematics regardless of starting point or background turning potential into performance. At Abbey Park our intent is for every pupil to master mathematical knowledge to develop the ability to develop a love of mathematics and:
- Achieve fluency and accurate recall, application and clarity of explanation of facts and concepts using correct mathematical language.
- Problem solve and reason mathematically by having the curiosity to explore conjectures, test hypotheses and generalise results.
- Through mastery, develop confidence to use mathematics across curriculum areas and in the wider world.
Department implementation with the APS 5 Keys to Curriculum Success
|Knowledge, skills & mastery
We deliver an enriched three-year mastery spiral KS3 curriculum and a varied, engaging and well sequenced EdExcel GCSE curriculum that provides ample opportunities for making links and retrieval at KS4. The carefully designed plan has full coverage of both the KS3 and GCSE curriculums. Units are sequenced to build upon and extend learning from one term to the next. Representations are used to support students’ conceptual understanding and then repeatedly drawn upon to support pupils in making connections between topics. The curriculum plan is inclusive and at KS3 all pupils study the same content at the same time.
The curriculum has been developed to ensure that pupils’ learning journeys from KS2 into KS5 and is structured to develop independent learners and to raise aspirations. Pupils study an identical curriculum with varying levels of depth through KS3 and then either a higher or foundation course in their final two years. We continue to roll out the mastery curriculum until all pupils follow the 5-year plan
|Literacy & Numeracy
In Maths we promote literacy through the use of accurate mathematical language in every lesson. This is often delivered through a talk task where pupils are required to discuss the concepts being taught and are required to explain and justify answers through verbal and written explanations.
Key mathematical words and command words are discussed and defined. Teachers model the correct use of mathematical language and have high expectations that pupils do the same.
Topic texts (as part of the whole school topic text focus) are used to provide extra reading and comprehension practice from year 7 through to year 10. Each topic text is linked to a specific part of the curriculum and exposes students to different genres of text and gives a perspective on mathematical history, culture and applications.
Numeracy underpins core concepts across the school curriculum as we prepare pupils to develop logical thinking and reasoning strategies enabling them to contribute dross-curriculum as well as in their everyday activities.
|Entitlement & Engagement
Our carefully planned curriculum combined with high quality teaching, careful questioning and collaborative learning encourages pupils to be adventurous in lessons and explore different mathematical concepts. Manipulatives are used regularly in lessons to help pupils make links and boost their conceptual understanding. Manipulatives also support pupils of all abilities and can be a starting point for group discussions.
Every pupil can expect a consistent curriculum that encourages self-confidence and problem-solving skills. Progress is planned and monitored through a system of assessment much of which is low stakes and encourages participation and reduces anxiety. Our curriculum is:
- ambitious and challenging for all;
- engages everyone;
- is inclusive with a variety of support mechanisms;
- pushes all to achieve; and
- links to the world beyond the classroom.
Our curriculum is enriched by our pupil participation in UKMT (25% of years 7 to 10 participate), other competitions including UKMT team challenge and other online competitions and Maths specific school trips to Bletchley Park and Maths Live! We also create opportunities for our students to be exposed to a variety of future Maths pathways through University seminars.
Our mastery curriculum is inclusive for all - pupils repeatedly see the models and representations throughout many units as internalisation of models takes time, but this particularly allows SEND students to connect ideas over an extended period of time. An example of this is the bar model, which is used for algebraic representation, fractional representation and within units that address multiplicative and proportional reasoning. Having a fully resourced curriculum means that teachers can spend more time getting to know and consequently plan for the SEND student’s needs. In year 7 and 8 we benefit from having mathematics nurture groups which offer pupils the chance to work in very small groups with specialist teachers. We have a specialised Transition Teachers to further support low ability pupils when they arrive at Abbey Park School in year 7 & 8. This cohort of pupils receive differentiated mastery resources to support the delivery of the Key Stage 3 curriculum.
|Aspiration & Wellbeing
Pupils in an Abbey Park mathematics classroom have the freedom to explore and conjecture mathematically. Regardless of PP, SEND, anxious or shy, students are rewarded for contribution and effort. Teachers actively organise their lessons to provide opportunities where students can safely struggle, make and learn from mistakes. By instilling APS Proud values in our pupils, we give them the confidence to tackle problems of increasing complexity, building their competence and resilience in addressing future challenges in a numerate society. With each struggle and win students nurture an aspiration to achieve.
Just as teachers expect the highest standards from their pupils, so too are students entitles to excellent teaching. Consequently, teacher CPD is central to our mastery curriculum. Weekly department workshops focus on implementing and understanding the concepts and constructs underpinning mathematics mastery. As a team, mastery is unpicked as we take time to ‘do the Maths’ with our colleagues; discussed to develop our thinking around the dimensions of depth and mathematical problem solving; and differentiated for each lesson ensuring rich opportunities for different abilities.
|Community, respect & enrichment
All pupils leave Abbey Park with the skills and knowledge they require to be numerically literate and be mathematically prepared for their future adult world. Through building resilience, tolerance and respect during paired and class discussion of new concepts and their links to unfamiliar problems and the world outside the classroom we are confident that students have strong problem-solving skills, a positive attitude towards unfamiliar problems and the self-confidence to tackle challenges that may arise. Numerically competent pupils who have the confidence to tackle problems are more likely to succeed in other areas and will have the skills that open doors to university courses, apprenticeships and to successful careers. Problem solving skills are highly valued by all employers.
- All year groups are taught Maths 4 times a week.
- Classes are organised into sets from year 7 through to year 11. In KS4 classes study either the Higher or Foundation course, all content has been taught by the middle of year 11 to allow time for revision and exam preparation.
KS3 and KS4 Maths Curriculum Maps
Click below in 'Related Documents' to view curriculum maps.