Our Aim

• We recognise that not all of our students share a positive experience of learning mathematics. Some often question what the point of it is or simply lack the motivation. Therefore, we want to instil a sense of purpose and a ‘We can do Maths’ mantra at the heart of everything we do. 
• We want to build confidence and curiosity in our students by encouraging them that ‘it’s ok to make mistakes because mistakes allow thinking to happen’. 
• For those students who already share an enjoyment of mathematics, we aim to deepen their mathematical knowledge, challenge their thinking and develop their skills in articulating mathematical language.  
• We want students to build on their mathematical resilience; attempting questions once, twice or even three times without giving up. Furthermore, building their resilience to the unfamiliar by applying their knowledge to various contexts.
• The course will prepare students for further academic study ensuring they can access university courses, as well as develop the fundamental knowledge and skills to apply maths to practical problems encountered in the workplace and in other aspects of life.
• In essence, we want students to understand it is a journey and with the right mind-set, they will reach the end of that journey with success.

Our Delivery

• Our scheme has been devised using a selection of topics that we feel would most benefit students to develop and apply to the workplace and other areas of life. 
• We will use retrieval practice and DNAs to build students’ confidence and fluency in the fundamentals of Mathematics. This will also form the basis of a prior knowledge check and highlight any misconceptions before introducing new concepts. 
• We will introduce new concepts using visual resources, videos and class discussions to draw out student’s thoughts and encourage them to make connections. 
• We ‘model the method’ so that students are clear about how to structure their answer in a systematic way and the use of correct mathematical notation.
• Students are given time in lessons to apply this new content and are shown unfamiliar style questions so that they become resilient.
• The questions we select will vary in style and difficulty so that all students are supported and stretched. 
• Students are encouraged to self mark so that they can address mistakes/misconceptions within the lesson. This will also enable them to become more confident as they complete the task.
• There are opportunities for students to answer questions that link to real life applications and link with other topics.
• We model verbal mathematical reasoning and explicitly teach Tier 2 and 3 vocabulary, encouraging students to explain their mathematical reasoning once a week.
• We facilitate increasing responsibility for their own learning and the evaluation of their own mathematical development, allowing students time to reflect on their performance, their key strengths and areas for development. 
• We analyse the results from students’ external papers as well as our initial baseline tests at the start of the year. This will inform our planning and enable us to focus on their gaps in knowledge in order to maximise progress. 
• There is a high-accountability expectation of 2-3 hours Prep to be completed each week. Very often this will require students to consolidate knowledge of what they have learnt and consist of a selection of graded exam-style questions. 
• Students will work in squared exercise books. Twice per term students will complete a purposeful assessment and will receive detailed feedback and model answers. This will be kept in their own portfolio folder.