Intent
| At Orion Academy our intent for mathematics is to teach a rich, balanced and progressive curriculum using maths to reason, problem solve and develop fluent conceptual understanding in each area. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy. Crucially, a sound knowledge of mathematics is vital for young people seeking employment, and securing a qualification in mathematics is a fundamental requirement for the next destination for our students. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject. Our intent is built around our 6 characteristics and values which are essential for our students to leave as successful citizens |
Our 6 Characteristics intent lens through Maths:
| Key driver | Outcome |
| Team Work | Mastery maths is a collaborative method of learning, leading to greater reasoning and rationalising of number and concepts. I speak in full sentences and explain to my peers understanding concepts. I also understand that my peers have alternative methods of answering/ debating concepts and I am able to accept their differing methods and explanations. |
| Showing empathy | I show empathy within maths when peers communicate their mathematical understanding of different concepts within a lesson. I will communicate and support my peers when they find aspects of the maths learning challenging by explaining the concept in a clear and fluent way using manipulatives if necessary. |
| Showing commitment | I never finish anything until I have completed it, covering quickly if I have made an error or am unable to complete my judgment on it based on evidence. Whenever I initially think a question or concept is easy and then becomes difficult, I persevere so that I am able to finish task or challenge. Furthermore, I am fully aware that questions my not have a definite answer which means I will pursue any possible answer. |
| Self-awareness | I am aware of the areas of the curriculum that I am not as confident on. I am able to employ and discuss methods which I am most confident on as well as understand why certain methods are more efficient that others as well as which ones work for me compared to others. |
| Problem solving | I love knowing ‘why’ concepts are the way they are and not just answering questions and getting an answer. I relish the opportunities to take on problems as it gives me a chance to make connections within my learning and use what I have learned to interleave the concepts across the maths curriculum. I can provide proof for my thinking and create a complete chain of reasoning to justify my explanation. |
| Showing resilience | I will show resilience in maths by understanding that I am on a journey of self-improvement where I ensure that I can ‘keep up’ with the peers by being successful at every small step. Maths always has different problems: either because the calculations are difficult or I have questions that I have never seen before. However, I will persist and use the support offered in order for me to over come the challenges and be successful, whether it is advise or using scaffolds or resources. |
| At Orion Academy students study mathematics daily following the White Rose Maths Scheme of Learning. In Key Stage 3 and 4 mathematics is taught every day for an hour. At Key Stage 4, students have the opportunity of undertaking a mathematics qualification via an Entry Level, Functional Skills or a GCSE programme of study. Within White Rose Maths we aim to ensure small steps of learning are supported by concrete and pictorial representations. This will help build the confidence and independence of our students. Mathematical vocabulary is being developed through explicit teaching within the scheme of work. WRM is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics |
| Impact The impact of our mathematics curriculum is that students understand the relevance and importance of what they are learning in relation to real world concepts. Our aim is that every student will leave the Academy with a suitable Maths accreditation. We use the assessment BSquared to support summative and formative assessment. This form of assessment allows progress to be determined in small steps to ensure our students master the skills needed to be successful in Maths accreditation. We monitor the impact of our teaching of Maths through formal in-class assessments 3 times a year at Key Stage 3. There is also end of unit assessment through quality piece of written work. Key Stage 4 are assessed through exam board led assessments at as well as via our monitoring of the Quality of Education throughout the school. |
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Example of Yearly Overview: White Rose Maths 2022
