When appropriate, for example with closed tasks or exercises where the answer is either right or wrong, children may mark their own work as it allows them to identify their mistakes. Every lesson should include a form of formative assessment, based upon practical, written and oral work completed by the children. There is no expectation of a written comment but it should be clear in a child’s book that a teacher is regularly assessing their level of understanding and adapting their practice accordingly. We aim to achieve this by encouraging discussions during our lessons to help children learn social skills, be respectful of others and to help them build positive friendships with their peers. Assessment is an ongoing process in the classroom which forms the basis of future action. Curriculum Intent The Hayes School Curriculum. make decisions on what to do and how to do it, choosing the most efficient option for them, represent it in a variety of ways (e.g. Regular number practice is essential in creating ‘automaticity’ and ‘arithmetical proficiency’ – being able to recall as many facts as possible quickly and accurately. Aims The national curriculum for mathematics aims to ensure that all pupils: ●become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately We ensure students are given the opportunity to consolidate and discuss mathematical problems and concepts. This is the one I created with my maths department. CURRICULUM INTENT: Mathematics Key Stage 3 The purpose of our KS3 Maths curriculum is to inspire pupils, secure strong academic outcomes and to drive learners to think and work independently and with a powerful sense of curiosity. When teachers look at children’s books, they are expected to distinguish between errors that reflect a misunderstanding, and mistakes that are simple slips. Mathematics Curriculum Intent The mathematics department will create confident and successful mathematicians that can apply knowledge to a variety of contexts and situations. Teachers are encouraged to teach ‘with a pen in hand’ as it allows them to identify mistakes in real time and provide immediate feedback. Teachers should also use the relevant DfE Maths guidance documents to support long-term, medium-term and short-term planning. Curriculum Intent— Maths KS3 KS3 Subject Intent: What we want the pupils to know by the end of Year 7 and at the end of Year 8 in this subject: We are looking to give our learners a rounded balanced diet from the key areas within mathematics: number, algebra, data and geometry. Children learn through active, practical enquiry and experiment using concrete materials, represent their mathematical ideas through pictures and images and follow a clear progression toward recording abstractly. Growth Mindset: Children are encouraged to believe they are all capable of learning and doing mathematics, given sufficient time, good teaching, appropriate resources and effort. CIO – Maths – Year 9 – Higher – Term 5. Teachers may provide hints or questions in written marking which lead pupils to underlying principles but will, most likely, need to provide extra guidance, modelling and scaffolded support in the next lesson. Slips are either dotted or highlighted in green and children should be given adequate time to self-correct. There are additional homework activities available on the school website, such as MyMaths. Each week there is a differentiated ‘X Factor’ Times Tables quiz and an arithmetic quiz. See the Feedback and Marking Prompts document for examples of both. Our curriculum encompasses not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide. Certain principles and features of a mastery approach have been adopted: Teachers should provide a long-term vision with children, explaining the importance of making links and developing relationships when introduced to new concepts. The most important activity for teachers is the teaching itself. Planning is structured around the concrete – pictorial –abstract approach, providing opportunities throughout for using mathematical vocabulary, developing mathematical thinking and using multiple representations. In KS1, the focus of the ‘Do Now’ tasks is to increase ‘arithmetical proficiency’ – being able to recall as many facts as possible (tables, number bonds and doubles) quickly and accurately, and then apply these facts to calculations. Curriculum Intent – Maths At Becket Primary School, we aim to ensure that a high-quality mathematics education is provided for all children. Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up. There is no expectation for written feedback if it is clear in a child’s book that a misconception has been addressed in the next lesson. The aims of our mathematics teaching at Brecknock align with the aims of the National Curriculum: to encourage children to make connections across mathematical procedures and concepts to ensure fluency, mathematical reasoning and competence in solving problems in maths lessons and in other areas of the curriculum. If children are to develop as competent, fluent readers it is essential that they have secure understanding of letters and sounds. In addition to the core mathematics curriculum, a progression map is followed with regards to the teaching of multiplication and division facts. Curriculum intent at Westcott Primary School. Year 9 – Maths – Term 5. Using and applying activities which may involve problem solving is integrated into the teaching. In KS2, children start all lessons with either times tables practice or arithmetic practice which recaps and consolidates prior learning. Following support, children should be given time to practice and ‘consolidate’ their understanding. Curriculum Intent – Year 10 – Maths – Term 5. Share this: Facebook; Twitter; Pinterest; Print; Email; More; Themes of Interest. Teachers should use daily assessment, including looking in books, to inform the design and content of the next lesson, considering: the key discussion points (misconceptions), the best ways to model effective, efficient strategies, and the activities and tasks chosen to either move children forward in their learning or re-visit and consolidate key concepts. Learning and memorising key facts and procedures and practicing them regularly is essential – this involves developing a strong sense of number in KS1 and being able to solve problems using mental and written calculation methods with increasing efficiency. Intent the aim of the maths curriculum is to prepare all of Oak ’ s should. ’ Therefore, the intention for mathematics is an ongoing process in the which. 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