Primary Secondary Sixth Form

Maths

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CURRICULUM ETHOS

The Mathematics department at Eastbrook School aims to inspire every student to enjoy and succeed in mathematics by developing fluency, reasoning and problem-solving skills.

We aim to develop knowledge and skills sequenced in a clearly defined structure embedding maths mastery in our lessons. Over a five-year ambitious journey, students gain specific knowledge, practice skills with ever increasing complexity and demonstrate virtues that enable them to be ready for further study or work. Our inclusive curriculum supports this journey for all students through its spiral design, where clearly sequenced units of knowledge, skill and virtue are regularly revisited, building on previous learning; this is amongst a few initiatives in the wider ‘retention strategy’ for the department. ‘Visual representation’, ‘Retrieval practice’, ‘Describe-explain-convince-justify-prove’, ‘SSDD’ ‘variation-theory’ and ‘oracy in maths’ are amongst some developing initiatives used by the mathematics department in lessons to ensure differentiation, inclusion and challenge are always present.

The Mathematics Curriculum in Summary

At Key Stage 3, we follow the Whiterose scheme of learning which leans heavily towards mastery maths (teaching for depth and not breadth) and blocks of learning is broken into small manageable steps. At this Key Stage, students learn about mathematical talk (improving oracy skills).

Whiterose scheme of learning helps develop all three key areas of the National Curriculum, giving students the knowledge and skills they need to become confident mathematicians. Lessons are delivered using various representations like bar modelling, ratio tables and manipulatives like algebra tiles. Learners are taught well-sequenced lessons covering strands of mathematics including:

  1. number (place value, fractions, percentages, directed number, powers and roots).
  2. algebra (use of letters and symbols, writing expressions, algebraic manipulation, solving equations and sequences).
  3. ratio, proportion (scaling quantities, sharing amounts in given ratio, proportionality and converting units).
  4. geometry and measure (area and properties of 2D shapes).
  5. probability and statistics (averages and range, interpreting and drawing various statistical diagrams like bar chart, pie chart, line graphs).

At Key Stage 4, the GCSE scheme of learning is taught to learners, in readiness for the final qualification exams (Edexcel) at the end of Year 11. To ensure we build on the knowledge gained through KS3 study, about the various operations with and representations of numbers as well as their manipulation through the use of proportional relationships and abstract modelling through algebra and geometric modelling and including statistical modelling, students will gain further knowledge of agreed conventions in working with numbers. They will learn more formally agreed algebraic techniques which help solve problems, geometric reasoning will further develop and reach a point where students will be able to prove assertions or at the least justify them.

At Key Stage 5, we follow the Pearson Edexcel scheme of learning - pure, applied and statistics for a Level 3 qualification.

An All-Through Curriculum

The secondary curriculum builds on the excellent work that has been initiated at primary, especially in the area of mastery maths. Whiterose is used as a resource to teach learners, which facilitates easy transition into Key Stage 3 maths content.

Diversity and Inclusion in the Mathematics Curriculum

The mathematics curriculum endeavours to create awareness about mathematicians of the global majority, which enables learners see mathematics as a global multicultural discipline. During the Black Excellence month, learners are exposed to contributions from African and Black American mathematicians to the history of mathematics.

Cultural Capital and Enrichment in the Mathematics Curriculum

In maths, students are exposed to the importance of the subject in the real world. Before a new content is taught, teachers share with the students where the topic will be relevant in real life using short video clips of 'Maths, why bother?' The maths department organises trips to the Bank of England Museum for the Year 8s and 9s, where students learn the history of money and the bank's role in the economy.

Literacy and Oracy in the Mathematics Curriculum

Our learners are exposed to literacy in maths as they are encouraged to read and communicate mathematical information, taught maths keywords explicitly, interpret word problems, understand symbols, annotate questions and follow multi-step instructions. Oracy enables students to articulate their thinking which deepens understanding. Learners are encouraged to explain their mathematical ideas aloud, engage in mathematical discussions (think, pair, share activity), using maths specific terminology. Oracy helps our learners to organise their thoughts, enhances conceptual understanding and builds confidence.