Secondary Mathematics

Curriculum

An AET pupil is entitled to:

• an academically ambitious curriculum that explores complex mathematical concepts developed from strong foundations

• study the domains of Number; Algebra; Ratio, Proportion and Rates of Change; Geometry and Measure; Probability and Statistics

• experience mathematics as a connected whole where explicit links are made between concepts and knowledge domains identified 

• study the disciplinary knowledge including mathematical behaviours and traditions and conventions of maths

• encounter diverse representations of mathematics, its applications and influential mathematicians to inspire and provide a wider context to their learning 

• develop arithmetic and algebraic agility to explore new concepts and work towards mastery

• opportunities to apply mastered content to solve complex problems in unfamiliar situations

• a curriculum that is informed by regular and accurate use of assessment and adapted annually based on pupil needs

• a curriculum that is constantly developing and pre-empting common misconceptions

• be prepared for GCSE exam success, A-level study and engagement in the discipline beyond school

Culture

An AET pupil is entitled to:

• to learn in a mathematically rigorous and supportive classroom 

• a safe environment to develop resilience to their learning where exploration, struggle and mistakes are encouraged 

• a classroom environment with high expectations for all pupils 

• opportunities to see the purpose and value of mathematics in the wider world, including its application in other subject areas eg. STEM; financial literacy and its use in a range of possible careers  

• mathematical enrichment through extra-curricular clubs, events, trips and national competitions

Teaching

An AET pupil is entitled to:

• exposure to a range of representations and models which highlight key mathematical structures

• clear and purposeful explanations with high precision of mathematical language 

• the explicit teaching of problem solving and reasoning

• quality teaching underpinned by secure mathematical knowledge and use of up-to-date evidence-informed approaches 

• teaching from a passionate and sufficiently knowledgeable teacher who models the disciplinary knowledge of mathematics 

• exposure to intentional, carefully varied examples to focus their attention on key learning points

• a range of suitable manipulatives and appropriate mathematical equipment and technology 

• teaching from first principles that generates strong conceptual understanding and enables generalisation

• develop mastery through varied fluency, mathematical reasoning and problem solving

• targeted, robust and impactful interventions where necessary

• periodic summative assessments which test their mathematical knowledge, and provide opportunities to demonstrate the application of knowledge 

• receive regular, precise and actionable feedback, written and verbal, to correct errors and address misconceptions 

• opportunities to 

  • reflect on their progress through the curriculum and depth of knowledge and understanding

  • engage regularly in mathematical talk and discussion

  • use and develop correct mathematical language

  • ask, investigate and debate challenging questions

  • think mathematically to generalise, spot patterns, work systematically and prove