Curriculum Intent Statement
Curriculum statement: Mathematics
‘Good mathematics is not about how many answers you know, It’s about how you behave when you don’t know.’ – Author Unknown
|“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” DfE (2013)|
|Our KS3 curriculum covers the national curriculum in its entirety. It provides students with opportunities to develop core mathematical principles. Students are introduced to our mastery-style curriculum, which aims to deepen their skills in number, statistics, algebra and geometry. Challenge is provided through depth rather than acceleration. |
At KS4 students follow a curriculum that ensures all GCSE knowledge is acquired. Once the curriculum has been fully delivered in year 11, teaching focuses on revision informed by formative assessments.
We use formative assessments and diagnostic methods in the classroom to allow us to close gaps in knowledge through spaced recall, retrieval practice, and our delayed improvement focus strategy.
| Throughout their mathematical journey at NUSA, we provide students with opportunities to develop and fulfil their mathematical interest. These may take the form of after school clubs, maths days, national challenges and competitions. In addition to this, we have embedded cultural capital into our curriculum including the etymology of key words to promote an interest and love of mathematics and to help our students become educated and well-rounded citizens. |
Academic institutions and employers value mathematics highly; it is therefore important for students to realise the possible careers and opportunities associated with mathematical competency which we achieve through our delivery of our whole-school Gen Z strategy.
Social justice is a core principle of the maths department. We are driven to secure the best possible outcomes for all of our students to provide them with choice and opportunity in the future.