Chaucer Subject Intent - Mathematics 

Confidence with mathematical reasoning is essential for everybody’s future. Some students will pursue pathways requiring advanced mathematical skills. Many will enter careers that hinge on their ability to be adaptable and to solve problems. All will engage in financial planning and decision making that will be critical for their long-term happiness and wellbeing. The TSAT mathematics curriculum is built to ensure that all students have the mathematical fluency, reasoning and problem solving skills to not only excel in assessments, but to fulfil their hopes and dreams in the world beyond.

The mathematics teams across the Trust set a high bar regarding what we expect of students and in turn what students expect of themselves. Our mastery approach to curriculum planning pushes beyond securing fluency with procedural mathematical skills; our focus is on ensuring that students can confidently use these skills to reason and solve problems. We focus on depth of learning rather than skimming the surface of topics.

The mathematics curriculum plans at Chaucer are designed with careful sequencing of topics, high expectations of challenge and strategic interleaving of prior learning. The team has a “we’re with you no matter what, whatever it takes” ethos. We are determined to deliver the excellent outcomes that our community is capable of and deserves.

Our curriculum intent includes a sharp focus on ensuring consistency in the following areas:

· Mastery

· KS3 and KS4 unit structure

· Assessment and feedback

· Lesson structure

· Support and stretch

· Questioning and checking learning

· Ensuring long term retention

· High expectations

· Intervention

Chaucer’s context differs to other schools in the Trust:

· Small proportion of high prior attainment students

· High proportion of students with poor literacy skills and/or SEN

· High proportion of disadvantaged students, with related barriers to attainment including massive aspirational and cultural capital deficits

How Chaucer has contextualised the Trust’s core curriculum for mathematics:

· Additional curriculum time

· All units covered in depth for 2/3 weeks and end with a rigorous end of unit assessment, with results fed into trackers to inform intervention programmes

· Rigorous KS3 Catch-up programme

· Deployment of a KS4 intervention tutor

· Y11 after school examination preparation sessions

· Use of bespoke teaching resources rather than following a text book based curriculum (Collins ‘KS3 Maths Now’ text books are available at KS3 and Hodder at KS4)

Curriculum description

KS3 mathematics at Chaucer

In Year 7 and Year 8 students follow a ‘mastery’ curriculum:

  • A range of units that build the foundations from which to successfully progress to the demands of the GCSE course
  • A balance between learning skills and then applying them to problem solving and reasoning questions
  • A focus on depth and the micro-steps of each skill, rather than skimming the surface of topics

Students are grouped in sets. Each unit is studied at a level of complexity appropriate for each set, with three levels of challenge (‘Entering’ ‘Core’ and ‘Advanced’).

GCSE mathematics at Chaucer

We study the OCR 1-9 GCSE course. Students follow one of three pathways (‘Lower Foundation’, ‘Upper Foundation’ or ‘Higher’), progressing through the GCSE units at a pace appropriate for the ability of each group. There are three papers to complete in the final GCSE exams.

Assessment

Every KS3 and GCSE unit finishes with an end of unit assessment, generating a grade for each student. This enables us to track individual students’ topics of strength and areas for improvement.

Each year group also sits two TSAT assessments. These enable performance to be analysed across the Trust schools.

Additional support and intervention – KS3

Y7 catch up – Students who underperform on end of unit assessments receive a block of small group intervention sessions to improve their scores.

Additional support and intervention – KS4

The maths team host weekly after school examination preparation sessions.

We employ an intervention tutor to provide small group / one-to-one support for underachieving students.