Because "we all come together to learn", there is a strong universal element to our curriculum: we give all learners, particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life.
Mathematics pervades every aspect of life including family life and all careers. A secure foundation in maths is essential for future well-being.
This philosophy, allied to an unshakeable belief that success in mathematics is possible for every child, leads us to a curriculum that embeds high expectations (with, eg, flexible setting arrangements); we aspire to differentiate through depth, not content.
This philosophy also dictates that as far as possible, we seek to use Maths in, and apply Maths to, meaningful, real-world contexts. This means that, for example, we teach loci without referring to unrealistically-tethered goats!
We believe that it is essential for students to develop mathematical thinking, in and out of the classroom, in order to fully master mathematical concepts, and that the correct use of mathematical language throughout their maths learning is an important strategy to achieve this.
We teach Number (including Ratio and Proportional Reasoning), Geometry/ Measure/ Shape/ Space, Algebra and Handling Data in both Key Stage 3 and 4. Pure Mathematics, Statistics and Mechanics modules are offered post-16 at Level 3 (including at Further Mathematics level).
We believe that a deep appreciation of the number system, and place value, is foundational to all mathematics – so these topics are prioritised.
Beyond that, our objectives are cumulative. Pupils should continually use and apply their prior knowledge alongside new learning. This continual recapping supports their acquisition of a deep conceptual understanding of how each topic interacts with others in mathematics.
We also believe that a problem-solving approach to the learning of mathematics is not only the best way of acquiring new mathematical skills and knowledge, but also the best way of pupils use their maths in novel contexts. Learning to solve problems takes time; but by structuring our Key Stage 3 curriculum so that all pupils in a year-group are learning the same content at the same time, they have longer to focus on each area.
In every lesson, we aim to check learners' understanding from responsive feedback, responsive questioning and other appropriate techniques.
In Years 7 to 10, we assess the impact of our implementation using pre-unit and post-unit summative tests and cumulative end-of-year exams.
We determine the extent to which we have achieved our intent by the quality of student feedback, post-16 uptake and external exam results.