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Woodlane High School

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Maths

Navigate to the following curriculum areas using the topic buttons below:

Intent Implementation Impact
 
IntentWhat is Woodlane aiming to achieve through its Maths curriculum?
  • Maths main pagePresent an environment where all pupils can learn Maths to the best of their ability and where all pupils’ needs are addressed positively and sensitively.
  • Offer a variety of approaches to teaching and learning to engage and motivate pupils, encouraging their active participation in Maths.
  • Provide pupils with techniques so that they can investigate and solve problems in school Maths and other curricular areas.
  • Develop and extend a pupil’s ability to express themselves clearly; to reason logically and to be able to generalise.
  • Build a pupil’s confidence in their own ability and develop mathematical skills for their usefulness and applicability in the real world.
  • Develop mathematical knowledge and oral, written and practical skill that encourages confidence and enjoyment.
  • Utilise pupils’ interests and popular current events in the world to stimulate learning.
  • Set realistic yet challenging targets, with high expectations for all pupils.
  • To ensure all pupils leave Woodlane with a Maths qualification which reflects the best of their ability. 

 

ImplementationHow is the Woodlane  Maths curriculum delivered?

Curriculum Delivery

  • Pupils have full access to the Maths National Curriculum which is differentiated to meet pupils’ learning needs and styles.
  • The Maths curriculum is designed to be challenging, appropriate to each pupil’s stage of development.
  • The Maths Curriculum offers opportunities for cross-curricular learning, to ensure pupils make significant personal development, including:
    • Maths Theme days;
    • Maths parental engagement workshops;
    • SaLT strategies/Word Aware integrated in to teaching;
    • modelling and encouraging appropriate speaking and listening skills and encouraging pupils to interact with one another, extend and reflect on their responses;
    • encouraging focused questioning and discussion skills;
    • improving pupils’ reasoning and problem solving skills;
    • use calculators and other ICT resources appropriately and effectively to solve problems.
  • The KS3 Maths/Numeracy curriculum is taught through 3.61 hours contact time (average) per week (14% curriculum time).
  • The KS4 Maths/Numeracy curriculum is taught through 2.91 hours contact time (average) per week (12% curriculum time). 
  • The Maths curriculum is designed to build and expand on previous skills and subject knowledge, over a 5 year period.  It also plans for opportunities for repetition to embed knowledge, increasing the chance of information recall and to integrate new knowledge into larger ideas (view our Maths curriculum map here). 
  • We offer a wide range of qualifications in Maths, which are selected to appropriately challenge, based on each pupil’s stage of development, including:
    • Maths (GCSE)
    • Maths (Entry Level)
    • Maths Functional Skills (NCFE Level 1 and 2)
    • Non-Qualification Maths Units for learners below Entry Level (AQA Unit Award Scheme)
  • The love of learning is incredibly important to us, we therefore also run an annual Maths Theme Day, where pupils participate in fun and engaging activities throughout the day.
  • We provide additional extra-curricular activities at lunch time, including:
    • GCSE Maths support
    • Opportunities for homework support

 

Teaching and Learning

  • Our pupils are taught by transition teachers in Year 7 and subject specialists from Year 8 to Year 11.
  • Our Maths Subject Leader is well qualified, possessing a PGCE in Secondary Maths, a BSc in Maths with Physics and is a SpLD specialist teacher.
  • The Maths curriculum is differentiated broadly into 3 levels of challenge, ‘all’, ‘most’ and ‘some’.  Further differentiation and personalisation is implemented when required.  
  • Maths homework is provided on a standardised format and is differentiated to provide the appropriate level of challenge (click here for further details).
  • In Maths we have a 3 tiered approach to supporting a pupil’s learning, including:

Universal – this is the teaching your child will receive from the Maths subject teacher and will include adaptations to match learning needs.  All classes:

  • are supported by a teaching assistant (TA);
  • have a maximum of 10 pupils per class to ensure there is a high level of support available from the teacher and TA;
  • are multi-sensory;
  • are dyslexia friendly (click here for further details);
  • integrate speech, language and communication support;
  • are supported either directly or indirectly by speech and language therapists (click here for further details); and
  • receive specialist streamed numeracy lessons at KS3, based on standardised testing.

Targeted­ – it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning.  This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.

Interventions may include:

  • specific targeted numeracy small group activities run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum;
  • termly numeracy and SaLT targets;
  • Maths parent-pupil workshops delivered every year to enable parents to best support their child and work in partnership with the school.

Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional in order to plan for the best possible learning outcomes for your child.

 

Assessment

  • Pupils collate Pupil Achievement Books, where they showcase their best work and progress over time in Maths.
  • Our bespoke Flight Path is used to track the progress of pupils in Maths and determine expected outcomes from different starting points (click here for further details).
  • Maths teachers use a range of formative and summative assessment procedures to assess progress and attainment, including:
    • daily marking (click here for teaching and learning policy);
    • self/peer assessment;
    • Maths (Hodder/MALT) age assessment;
    • Mathletics;
    • MyMaths;
    • informal/formal examinations; and
    • B-Squared etc.

 

ImpactWhat difference is the Woodlane Science curriculum making on pupils?

  • The vast majority of pupils meet or exceed their expected progress in Maths (click here for further details).
  • The very large majority of pupils meet or exceed their expected outcomes in Maths (external qualifications) (click here for further details).
  • The vast majority of pupils leave Woodlane with at least one formally recognised Maths qualification.
  • Many pupils join mainstream colleges/sixth forms at post-16 where they study a range of different qualifications and subjects following excellent progress from their starting points in Maths and following successful completion of the Maths GCSE, Entry Level or Functional Skills qualifications.
  • Pupils are well-prepared for the next stage of their education.
  • Analysis of Maths outcomes and pupil progress indicates that there is little statistical significance between key groups.  Where any small differences are identified strategies are implemented swiftly.
  • Numeracy is embedded across the school and feeds into other subjects. Excellent progress in Maths has a significant benefit for pupils in other subjects.
  • Although a small number of pupils enter the school functionally numerate, a high number move towards this throughout their time at Woodlane.
  • Functional skills and life-skills are embedded in the Maths curriculum and are personalised for each pupil. This supports pupils to make the step to post-16 provision and meets their needs when entering the world of work.

 

* Please see annual SEF/SIP for further details.