Maths
Quality of Education
Developing independence is at the forefront of the Mathematics curriculum. Students are encouraged to seek out appropriate mathematical manipulatives in order to give them a deeper understanding of Mathematics. Communication and functional skills are also rooted within the curriculum, through rich questioning teachers scaffold Mathematical enquiry to enable them to solve problems in anticipation for adulthood. Students are encouraged to gain a greater knowledge of themselves and be curious learners. In turn, this provides them with opportunities to achieve ‘excellence for all’.
Inspire Pathway
Students study Mathematics 4 times per week, covering a broad and balanced Mathematical curriculum. Students’ progress sequentially through bridge and then milestone objectives, allowing them to develop a greater depth and understanding, to solve varied fluency problems and reasoning questions in order to equip them with a breadth in knowledge. This allows them to progress on towards accessing a range of qualifications including Entry Level, Level 1 and GCSE. Students receive weekly homework to support independent learning.
SMSC: Maths provides students with the opportunity to reflect on the use of shape and space within the environment. Pupils explore this through an understanding of movement and position and visual patterns and number sequencing. Pupils explore issues around personal finance; they are able to reflect on the moral issues relating to these topics. Pupils take part in a range of problem-solving activities. They are encouraged to work collaboratively, take on leadership roles and develop teamwork skills. Pupils are empowered to apply their Maths skills and knowledge to the wider curriculum
Extra-Curricular Opportunities: Mathematics is fundamental to everyday life as such Elms Bank equips students with ‘hands on experience’ of Mathematics, these include trips to the local supermarket to purchase groceries for opportunities including cake bake sales. Furthermore, opportunities are had at Legoland whereby students participate in workshops to upskill their Mathematical knowledge e.g. making Lego cars and racing them to understand ordinal numbers and also trips to Old Trafford whereby students in KS4 are given the opportunity to estimate and work out average performance levels of players.
CEIAG: Mathematics is a creative and highly inter-connected discipline it is essential to everyday life. Learning is related to real life, such as saving money to buy things, time and daily routines, managing money and timetables using public transport. Opportunities for students to gain real life experiences are planned for such as visiting the super market, learning about different job opportunities are available where people use the key skills we are learning about as well as visiting the pet shop.
Wellbeing: The Mathematics department supports the development of positive learners by using the marking and feedback policy students aspire to achieve and respond positively to regular praise, use of stickers and stamps, pathway champions and postcards. Furthermore, Mathematical skill is built up during wellbeing time whereby students work towards understanding key themes in Mathematics including time and money. These learning opportunities promote problem solving, reasoning and social opportunities to discuss solutions.
Values: The Mathematics department supports the development of positive and resilient learners through the use of the marking and feedback policy. Learning is scaffolded, modelled and revisited to allow for students to succeed and opportunities to try again. All students achieve external accreditation in Mathematics and this is differentiated across 5 pathways. Finally, students deepen their morale code in attending Mathematics lessons by discussing real life examples such as those touched on above. Helping them to develop into students with integrity and a strong moral sense of right and wrong.