Vision  

To create confident mathematicians who take pride in solving problems systematically, using their mathematical language, fluency and conceptual understanding. Mathematical enrichment will inspire and empower children to solve challenges in an ever changing world.

Curriculum Design: How our curriculum is constructed and why?

At Roxbourne, we are committed to providing our students with the best possible education. We have adopted the Mathematics Mastery program because it aligns perfectly with our vision for academic excellence and the holistic development of our students. The Mathematics Mastery approach is driven by the latest cognitive and educational research. It is underpinned by the dimensions of depth (language and communication, conceptual understanding and mathematical thinking)– which together enable pupils to develop deep understanding of the subject. The dimensions of depth are central to problem solving. They are integrated into lessons and lesson resources to support students in becoming confident problem solvers. At the heart of Mathematics Mastery lies a sequential and structured curriculum. This curriculum takes a well-thought-out approach, offering a logical progression of mathematical concepts. It begins with foundational knowledge and gradually introduces more advanced topics. This careful sequencing helps students build a strong mathematical foundation by connecting previously learned concepts to new ones, ensuring that each step in the learning journey builds upon the last.

Curriculum Delivery: What our curriculum looks and feels like in action?

The Mathematics Mastery program employs a structured six-part lesson format to enhance the teaching and learning of mathematics. Each part is carefully designed to maximise student engagement and promote deep understanding of mathematical concepts. The six-part structure:

• Do Now
• New Learning
• Talk Task / Let's Explore
• Developed Learning
• Independent Task
• Plenary

The different parts of the lesson allow teachers to bring the Dimensions of Depth to the foreground. Having a consistent structure for each lesson ensures that learners are exposed to pedagogies associated with each dimension and assessment opportunities are embedded within each part. In addition to our daily Mathematics lessons, Maths Meetings are a vital part of our programme. Maths Meetings are used to consolidate key learning for 10-15 minutes outside of maths lessons. Maths Meetings provide an opportunity to teach and revise 'general knowledge maths' which may not explicitly be covered during the maths lesson, and also allows the integration of maths into the surrounding environment. This means that pupils are practising concepts and skills on a regular basis, meaning they are continually building on their mastery of these concepts.

Impact: How do we know our pupils are learning, understanding and remembering our intended curriculum?

Our teachers use a range of formative and summative assessments to check pupils' understanding. Teachers continually assess pupil learning within lessons and give over-the-shoulder feedback to ensure progress is made. If pupils are not ready, teachers re-model learning and address any misconceptions. The teachers respond and adapt their teaching as necessary, to ensure new knowledge is embedded. They use formative assessment strategies such as pre-unit and post-unit quizzes, over the shoulder marking and targeted questioning to check for understanding 'in the moment'.

Additionally, teachers use summative assessments (end-of-term examinations), to evaluate pupils' understanding and long-term retention of curriculum content. These assessments provide a broader view of students' progress over time. In conjunction with regular data analysis, teachers can identify areas where students may need additional support, adapt teaching methods, and refine the curriculum as needed to meet the needs of pupils.

Adaptation of the Mathematics Curriculum

Mathematics Mastery is designed with adaptability in mind, allowing it to be tailored to the specific needs of pupils. One key aspect of this adaptability is differentiated instruction. Teachers can adjust their teaching methods and materials to address different abilities. For example, if a student requires more support for a particular concept, the teacher can provide additional explanations or resources. Conversely, for advanced learners, the program can be adapted to challenge them further with more complex problems or extension activities, ensuring that all students are appropriately challenged and supported. 

Alongside the adopted curriculum, we take full advantage of national themes linked to mathematics such as Numeracy Day and Money Day. These provide opportunities for pupils to apply mathematical thinking in practical scenarios, such as budgeting for a shopping trip or calculating profit margins. 

You can find out more about our financial literacy programme by clicking here.