Remarkable Maths

INTENT STATEMENT

The Green Way Academy is proud to serve the community of North Hull and give our pupils the very best learning opportunities and experiences whatever their circumstances. We are committed to delivering an inspirational and motivating curriculum which enables pupils to become independent learners preparing them for their next steps in education. Our mission is pure and simple: we want all of our pupils to experience success and have high aspirations so that they can go on to lead a remarkable life. This is the golden thread that binds us all together – the reason that despite our very different paths to The Green Way Academy, we are all part of one family.

Our 3 Key Curriculum Drivers:

1. Remarkable Aspirations – we aim to provide experiences which show children the wide range of possibilities available for their future.

2. Remarkable Initiative - we aim to offer experiences which help them to become independent and resourceful learners.

3. Remarkable Environment – we aim to provide experiences which help our pupils value their environment and understand their responsibilities towards sustaining their local and global environment.

Maths Vision

We want to make mathematics Exciting, Relevant and Easy for the children in our academy.

Curriculum

The key expectations of the AET curriculum mirrors that of the national curriculum for mathematics

1. Become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

2. Reason mathematically.

3. Can solve problems by applying their mathematics to a variety of routine and non-routine problems.

The curriculum is made up of 15 units of work. The AET curriculum consists of units based around 15 mathematical behaviours.

Key Objectives

Objectives for each unit are displayed on each unit front cover. These are taught across the unit in a series of Mastery Flows. They are then assessed at the end of each unit.

Planning

The AET units of work are found online and used as a basis for lessons at each stage. They give many good exemplars and ideas to be turned into short term plans.

Short term planning is completed by each teacher to inform their lessons.

Mastery Flow

The 5 Part Model

The following is the Ofsted definition of differentiation in mathematics

Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before acceleration through new content.

In order to support this move to mastery the AET mathematics team have defined mastery as:

Fluency with the Unfamiliar

To move towards fluency with the unfamiliar pupils are encouraged to work through a 5 part process of learning.

Lessons

· Lessons are built around the ‘Mastery Flow’ and will include the 5 steps.

· Practical Resources are available to support.

· Concrete > Pictorial > Abstract approach.

· Challenge is built into the lessons.

· Scaffolding is in place to ensure all children are able to move through the flow..

· Ongoing Afl moves children towards mastery.

· Questioning and dialogue supports learning in maths.


Books

· Key objectives are in books at the start of a unit of work and are used to access the children at the end of a unit.

· Activities are: Challenging and engaging; Appropriately resourced; Real life links where appropriate.

· Tasks are clearly identifiable by coloured borders showing the part of the flow.

· Evidence of moving towards mastery.