Maths

Intent, Implementation & Impact

Intent

It is the mathematics team’s core belief that every learner should leave Act Fast with the ability to engage with the numerical and mathematical tasks that real-life will demand of them.

Our aim is to provide an appropriate, yet challenging and enjoyable maths curriculum, and to cultivate mathematical fluency for all learners as an essential life skill.

Learners will develop their mathematical knowledge and gain a foundation for understanding number, reasoning and problem solving together with an appreciation of number and number operations, which enables mental calculations and written representations according to ability.

Our learners will also gain an understanding of how to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. They will further develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems in other subjects and in financial contexts via financial education through the ‘Preparing for Adulthood’ course and to understand the important role money plays in our lives, be able to manage the risks and emotions associated with money, manage money itself and becoming a critical consumer.

Ultimately, we aim to support learners in enhancing their ability to think logically and problem solve with resilience so that they are fully prepared for the future. Furthermore, we look to provide an effective way of building mental discipline and encourage logical reasoning and mental rigor.

Implementation

How is this subject planned and taught?

Learners often arrive at Act Fast with different experiences and coverage of the maths curriculum and therefore gaps in learning need to be addressed.

During their first few weeks, learners are assessed to establish their mathematical strengths and areas that might require further support. Once that initial assessment is complete, learners follow one of three pathways dependent on their individual needs: ‘Support’, ‘Key Skills’ and ‘GCSE’.

Learners are taught maths on a ‘stage, not age’ basis in lessons that are engaging and enjoyable with a variety of resources and teaching methods being used to aid in developing a positive approach to maths.

Movement between different pathways takes place at an appropriate point in their mathematical journey in consultation with maths staff and the student themselves. and is facilitated as and when learners are ready, and only when they are ready, and they are supported in making that transition by the whole maths team.

Learners engage with a variety of methods such as concrete manipulatives, pictorial representations and abstract methodologies within each lesson based on their abilities and skills. Lessons always include, wherever possible, the opportunity to develop learners’ understanding of number and apply it in practical situations. They are given opportunities to develop their reasoning and solve simple or complex problems in a systematic and coherent way and move through the different stages of their learning at their own pace, being given opportunities to put their knowledge into practice through cross-curricular activities and interleaving with other curriculum areas.

Impact

We want learners to leave Act Fast with an ability to solve problems by applying their mathematical knowledge to a variety of routine and non-routine problems in real life situations. We do this by increasing the sophistication of the work that learners are asked to do during their time here, supporting them in breaking down problems into a series of smaller steps and persevering in seeking solutions.

Learners will know that maths is a vital life skill that they will come to rely on in many areas of their daily life and they will be aware of the need to break down problems into simpler steps and the need to persevere when seeking solutions to problems.

Our Learners show confidence in attempting a range of problem solving and reasoning and demonstrating flexibility to move between different contexts and representations of maths.

To ensure that all learners receive a balanced, well-thought through curriculum with carefully designed tasks, delivered by staff who are confident in what, when and how they teach topics, there is a clear scheme of work that provides a sequence of learning that includes notes, questions, examples, key vocabulary and conceptual and procedural methods that can be explored in lessons.

Collaborative planning and regular team meetings mean that the department has a consistent approach to teaching but also that the workload is reasonable.

The subject leader is responsible for monitoring the planning, teaching and assessment of the subject and attends core curriculum update training.

Learners’ progress is tracked and recorded to allow remote audits. Assessment data is analysed, reported to SLT and used to inform future planning and learners’ movement between pathways. SLT undertake regular monitoring audits to monitor delivery and progress against expectations.