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Maths

Intent: 

The national curriculum for mathematics aims to ensure that all pupils: 

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At Brompton Hall, we aim to teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area. The teaching staff are supported and aided in their roles ensuring confidence in the skills and facts they are required to teach. Lessons are child focused and maths is kept fun and current in school whenever possible. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. Our resources and schemes support our vision. The mapping of Mathematics across years shows clear progression in line with age related expectations.  

Pupils are challenged and we believe in a child led approach whereby pupils can take ownership of their learning, their own level of task whilst those who are underachieving are supported completely by in class intervention or 1:1 outside intervention, revisiting learning where needed. Mathematics in our school is enhanced by our working wall designed to aid children through each topic. 

Through our curriculum we introduce students to the stories of some of the most influential Mathematicians throughout history and the impact that their work has had on the world we live in. Real life applications of Mathematical ideas are made explicit to students whenever possible, as are the links to other subject areas like food technology, design and technology, physical education and many more.  

Further rationale behind our curriculum design includes trying to make learning stick by having a spiral curriculum. The five main areas of number, algebra, ratio, geometry and data are taught in a cycle. Each time students revisit an area, they are exposed to more complex content, building on what they have already learnt.  

Implementation:

KS3 and KS4 

Pupils follow the 2014 National Curriculum, with an emphasis on building pupils’ problem solving and reasoning skills. Assessment is carried out throughout the year through classwork and end of term Star Maths assessments. These inform our next steps as well as which boys are best suited for our bespoke 1:1 out of class intervention. 

We teach mathematics as a continuum of learning from the beginning of year 7 through to the end of year 10 in a Stage Model scheme of learning.  This allows students to progress at an appropriate pace to achieve their highest possible potential across the four years. The boys sit their GCSE exams at the end of year 10. In year 11 the focus is on additional qualifications (Functional Skills, GSCE Statistics) and GCSE re-sits. 

We implement our curriculum through using a variety of teaching approaches and tasks such as treasure hunts, relay tasks, competitive game based activities and problem solving as well as more traditional skills practice and skill checkers (e.g. weekly times tables practice). Key skills and knowledge are constantly revisited and key terminology is regularly embedded within lessons and in the written work that our students produce. Students are challenged to build on fundamental concepts by structured extension activities. They are encouraged to work in a variety of ways e.g. in pairs, groups and individually, all taking into account their needs and abilities. 

Impact:

The impact of our mathematics curriculum is that children are encouraged to understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important. Our school promotes a growth mindset so the children can make measurable progression against their own targets.  

We also know our curriculum is working in the Mathematics department through analysis of the school GCSE results. For the last couple of years, the results have improved, and this has been translated into our boys being able to access post-16 education of their choice. 

In Key stage 3 pupils follow the National Curriculum framework.

In Years 9 and 10 pupils are prepared for either AQA Mathematics GCSE or AQA Entry Level Mathematics qualifications depending on ability.

Qualifications offered are :

  • AQA Mathematics Entry Level Certificate (5930)
  • AQA Mathematics GCSE (8300)
  • Edxcel Functional skills Maths at Entry Level, level 1 and level 2

Students participating in practical Maths tasks