At the Darley Centre we believe that mathematics is a tool for everyday life. The acquirement of mathematical skills and concepts facilitate pupils with the ability to reason, solve problems and develop a range of life skill.
Our curriculum is based on the Key stage 3 national curriculum and aims to close the gap between pupils at the Darley Centre and their mainstream peers. This is done through a combination of targeted intervention work and topic based lessons. This facilitates their successful return to mainstream school or other appropriate provision.
To this end our aim is to provide pupils with the skills necessary to become numerate and confident mathematicians by developing their knowledge and understanding of mathematics.
We achieve this by:-
- Helping students develop a positive attitude towards mathematics.
- Developing students’ confidence and competence in mathematical knowledge, concepts and skills.
- Creating a sufficiently safe environment to encourage risk taking, acknowledging that we can learn from making errors.
- Encouraging talk and discussion to explore ideas and enabling students to learn from each other.
- Developing students’ mathematical vocabulary.
- Using games to present mathematics in a fun and engaging way.
- Setting challenging targets with high expectations for all pupils.
- Offering a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.
- Enabling students to apply their mathematical knowledge and skills to other areas of the curriculum and real life.
Upon the commencement of their placement and building on information received from their previous school, all pupils receive baseline G.L assessment mathematics. This is consolidated further by pupils receiving an initial and end of modular assessment in each maths topic that comprise the mathematics subject plan.
G.L assessment information is used to develop a tailored intervention program that comprises a once weekly 45 minute maths lesson that focus’ on the following topics; Number, Statistics, Algebra, Geometry, Probability and Ratio. This allows pupils to close the gap with their mainstream peers by plugging ‘learning gaps’ and giving them the confidence to fully access the maths curriculum upon their return to mainstream school or future alternative provision.
This individualised intervention program is consolidated further by topic based mathematics being taught for four 45 minute lessons weekly. To demonstrate progression within each topic area, all pupils receive a summative assessment at the start of a new topic and one at the end which shows progress within each topic.
The aim of this topic based approach is to equip pupils with the skills to develop links between different areas of mathematics and develop their ability to reason mathematically by using and applying maths in different contexts. In turn this improves their mathematical fluency by encouraging them to apply mathematical concepts and reasoning to real life problems.
Teaching and learning is consolidated further by a rigorous system of AFL being encompassed in all lessons. This facilitates a greater pupil involvement in the learning process, allowing them to gain confidence, take risks and achieve a higher standard of learning.
Cross curricular links: –
The mathematics curriculum is designed to link to other subjects in a variety of ways. This cross curricular approach to learning provides pupils with the opportunity to link concepts that they have studied in mathematics to other subjects. At the same time affords pupils the opportunity to apply skills and knowledge that they have gained in other curriculum areas to their studies in mathematics
The benefits of this approach are twofold. Firstly, it provides pupils with the opportunity to develop and revisit skills that they have gained within mathematics. Secondly, it deepens their understanding and appreciation of mathematics by ensuring that mathematics is coherent and meaningful within the wider context of the Darley Centre curriculum.
Some cross curricular themes that are encompassed within the mathematics curriculum include; charts and data with science and humanities and distance and time with science and physical education.
- Pupils receive one intervention maths lessons weekly and four topic based maths lessons each lesson lasts 45 minutes
- Learning objectives are displayed, explained and referred to throughout the lesson
- A variety of teaching and learning styles are used
- Lessons are differentiated to meet individuals’ needs
- A rigorous system of AFL is used to inform teacher planning and pupil learning (See marking policy)
The Role of the subject leader
- To take the lead in policy development.
- To support colleagues.
- To monitor progress in mathematics e.g. leading staff CPD, scrutiny of work.
- To take responsibility for the choice, purchase and organisation of resources.
- To be familiar with current thinking concerning the teaching of mathematics, and to disseminate to colleagues.
The Darley Centre
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