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This Charter helps to implement the intent of the mathematics’ curriculum every lesson by every teacher. 

Mathematics Secondary Curriculum Intent 

A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty of mathematics, and a sense of enjoyment and intellectual curiosity about the subject.   

The Mathematics Secondary Curriculum builds on the skills and knowledge pupils have experienced at Key Stage 2 and ensures pupils acquire the mathematical skills necessary for everyday life and critical for most forms of employment. It aims to ensure pupils are ready to go on to use or study mathematics after leaving secondary education. 

The aims of the mathematics curriculum is to ensure all pupils: 
  • Become fluent in the fundamentals of mathematics by ensuring varied and frequent practice with increasingly complex problems. 

  • Develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately across a range of situations. 

  • Can reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and develop an argument, justification or proof using mathematical language. 

  • Can solve problems by applying mathematical techniques to a variety of routine and non-routine problems with increasing sophistication, including being able to break down problems into a series of simpler steps, showing resilience when seeking solutions. 

Implementing the intent through the Charter: 
  1. Use the Do It Now Activity (DIN) to check learning from recent lessons has been retained to the short/long term memory.  

  2. Ensure the learning objectives make links to the ‘Big Picture’ and relevant real-life mathematical applications. 

  3. Model key concepts and multi-step problems to cement understanding by “I do, we do, you do” activities. 

  4. Use mathematical target language to enable pupils to articulate mathematics concepts with accuracy in both the spoken and written word. 

  5. Promote a love of mathematics and how the subject applies to the modern world. Create opportunities to evaluate, analyse and interpret mathematical concepts in context. 

  6. Use effective questioning to draw out the thinking to solve complex problems. Build on new knowledge by interleaving knowledge from previous learning to solve problems. 

  7. Build in regular checks for understanding during the lesson and address misconceptions quickly, either whole-class or bespoke to individuals.  

  8. Check new learning is being retained in the working memory at the end of every lesson and at the start of the next. 

  9. Ensure pupils to take pride in their work and provide clear evidence in their books of mathematical fluency. Ensure mathematical methods are highlighted and used as an aide-memoire for recall and revision.