Vision

Education is not the learning of facts, but the training of the mind to think. 

— Albert Einstein, mathematician & theoretical physicist 

We want all our West Lea community to flourish​ and we want to embed this in the maths curriculum offer. 5 key factors to flourishing are​ 

• Positive Emotion: To feel that we enjoy maths; that maths is creative, innovative and empowering. ​
• Engagement: For all children and young people to have full access to the curriculum. To participate in a variety of teaching approaches. To be motivated to explore the world with a mathematical lens.
• Strong Relationships To see teachers linking maths to other subjects. Seeing all our children and young people experiencing and communicating in real-life mathematical situations.  
• Meaning:  Maths has a purpose, is part of our world, has a benefit to all teaching and learning through making mathematical connections and gaining transferrable problem solving skills.​
• Sense of accomplishment. I am resilient. I won’t give up. I can do this, I can describe this, I can explain this… Eureka! ​

Implementation 

We have developed an all-through maths progression map which sequences maths development from birth to 14 years. We have used the ‘Birth to 5 matters’, EYFS frameworks, NCETM progression maps and the national curriculum programmes of study to create a set of strands which are built on across the school years, with regard to cognitive ability rather than chronological age. This ensures every child and young adult can reach their potential through exploring foundational concepts and building on these sequentially to create a maths progression journey which is personalised for each learner.   

We adopt the spiral curriculum approach by revisiting, building and developing skills and knowledge. We frame this by weaving the development of mathematical thinking through a topic, using a blend of Bruner’s Enactive-Iconic-Symbolic approach, (Concrete, Pictorial, Abstract; CPA). We also develop problem-solving skills and knowledge through maths investigations, to seek out real-world maths and applications to careers and lifelong learning. We build resilience through applying reasoning and knowledge to tasks across all strands of the maths curriculum (for example, algebra, place value & geometry). We have a specialist focus on developing algebraic thinking and explicitly teach this developmentally from birth through to KS3 and beyond. We use John Mason’s pedagogical theories to inform a multi-campus approach to teaching mathematical thinking as a process which encounters multiple representations of the same idea and thereby gain fluency. We use a range of specific prompt questions to scaffold the process towards generalising statements within topics.  

 Impact 

Children and young people are able to apply their mathematical thinking powers in their everyday lives.  They can use their knowledge, reasoning, communication and problem-solving skills confidently to make sense of the world whilst pursuing their ambitions and interests. They can make informed financial decisions to minimise the risks of being exploited and see the relationships between maths and real-life contexts as they progress to independent living. They can realise their potential in maths and gain maths qualifications which support them to access college courses in their chosen vocation or interests. They develop resilience to be both challenged and supported on individualised pathways towards our internship programmes. This maximises their future success in gaining employment, where they can utilise their maths skills and continue building a happy and flourishing future.