Subject Vision Statement: Maths at School 21 empowers all students to be and see themselves as successful mathematicians. It does this through placing mastery at the centre of their learning, focusing on strong conceptual understanding and fluency but also through utilising a love of learning through challenge, creativity and exploration.
As a school we believe:
We want students to become mathematicians that are able to:
We want students to feel supported regardless of their starting point, and that mathematics is a subject for them.
|Any number, measure, object, numerical expression, algebraic expression or equation can be represented in a multitude of ways in the same form that all have the same value.
|Two quantities can vary in a proportional relationship. This begins as a linear relationship but that can be extended to other relations.
|Numerical and algebraic forms can be compared by their relative size. This allows for equalities and inequalities.
|Relationships can be found in patterns. These relationships can then be generalised and tested. Pattern is the basis for much of mathematics, especially mathematical intuition.
|Concrete and observable patterns and relationships can be abstracted. This is often through the power of algebraic representation. Algebra provides us with a language to talk about these abstracted ideas.
|The likelihood of something occuring can be measured. It is described numerically using a number between 0 and 1.
|There are attributes of objects that can be quantified. Measurement allows us to do this quantifying.
|Some numbers, shapes and other objects have properties that are always true. This allows us to develop rules, deduce further results and classify objects based on these properties.
|Mathematical rules allow us to assign one set of numbers/objects to another set. This leads to a special set of relations called functions.
|It is possible to logically prove something will always be the case, is sometimes the case or will never be the case.
|Information can be collected in a quantifiable form and this is called data. It can be analysed, represented in various forms and its distribution can be described using special numerical measures.
|We can represent the same information in multiple forms. Each way allows for different interpretation to become apparent. Multiple representations of the same information allows for greater understanding to be drawn.
|There are numerical and non-numerical operations that we can apply to numbers and algebraic forms. These can represent real world situations.
|The number system we use throughout mathematics is Base 10, which has some benefits and leads to some important understanding of the size of a number. That we use Base 10 makes it special, but it is not inevitable, other base systems also have important value currently and historically.
|Mathematics is a hierarchical subject where logical deduction and reasoning allow us to draw results and conclusions from initial facts or axioms.
|Phases 1 and 2
|Developing a love of learning
|Phase 1 Journey
|Basic principles. Building number sense. Exploring the world around through numerical/mathematical kens. Beginning approaches to four operations.
|Phase 2 Journey
|Securing place value beyond 100. Building fluency with four operations. Laying foundational understanding of parts of a number (decimals, fractions), shape and measure
|Phases 3 and 4
|Developing passions and increasing independence
|Phase 3 Journey
|Finesse and fluency with key numerical skills that will be embedded in all future mathematics. First experiences with algebra.
|Phase 4 Journey
|Securing understanding of key concepts in number, ratio and proportion, geometry, data and algebra that will enable students to access higher level concepts and techniques.
|Phases 5 and 6
|Building choice, autonomy and empowered professionalism
|Phase 5 Journey
|Developing more abstract concepts that build on the secure understanding from phase 4. Another moment of finesse and fluency to be reached in our Apex point (GCSE exams). Becoming confident in a wide range of applications. For some, building readiness for making the jump to A Level, for others it is about building mathematical confidence in preparation for finishing their formal Maths education.
|Phase 6 Journey
|Building a secure foundation for the real world of academic mathematics, or to enable strong application in alternative degree or career routes. At the same time we explore the beauty of abstraction that moves from application into a way of thinking that goes beyond the everyday.