Maths
At Glenwood School we aim to provide a maths curriculum that equips pupils with the essential mathematical knowledge and skills to ensure the best possible life chances for all. We intend for our curriculum to be relevant, engaging and one that fosters a positive attitude to maths; building confidence, knowledge and fluency for all pupils at all levels. The use of practical resources is essential to our practice in communicating mathematical concepts to our pupils. We acknowledge for some that this journey is sometimes a challenge and that learning new things takes time. We set achievable goals for each of our pupils based upon a real knowledge of the whole child and aim that they leave us with the very best qualification in mathematics that they can. Maths is an essential skill for life and we want our learners to be part of a sustainable workforce by becoming numerically and financially literate. Therefore, we highlight cross curricular opportunities for maths in other areas of the curriculum.
Our curriculum is mapped out in our scheme of work. Our curriculum is weighted towards number, money, time and real life problem solving through showing pupils the practical uses of maths, in as many contexts as possible. Our scheme of work is planned to ensure learning across the years is progressive and from year 10 pupils will follow either a Functional skills ELC, FS 1/2 or a GCSE curriculum according to their specific needs.
Header | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
Year 7 | -Place Value -2D and 3D shape -Addition and subtraction | -Measures: Length, areas and perimeter -Money: coin recognition and calculating amounts -Multiplication and division -Fractions | -Time: Telling the time -Weight: Units of measure and reading scales -Geometry: Position and direction -Geometry: Angles | -Statistics: Collecting, representing and interpreting data Number: -Temperature -Sequences -missing number problems | -Money: Problem solving and practical tasks -Time: Problem solving and practical tasks -Fractions and decimals | -Geometry: Symmetry -Measures: Capacity -Real life problem solving applying learning from all domains |
Year 8 | -Place Value -2D and 3D shape -Addition and subtraction | -Measures: Length, areas and perimeter -Money: coin recognition and calculating amounts -Multiplication and division) -Fractions | -Time: Telling the time -Weight: Units of measure and Reading Scales -Geometry: Position and direction -Geometry: Angles | -Statistics: Collecting, representing and interpreting data Number: -Temperature -Sequences -missing number problems -Algebra | -Money: Problem solving and practical tasks -Time: Problem solving and practical tasks -Fractions, decimals and percentages | -Geometry: Symmetry -Measures: Capacity -Real life problem solving applying learning from all domains |
Year 9 | -Place Value -Addition and subtraction -2D and 3D shape | -Multiplication and division -Money: Practical application Measure: Length, perimeter, area -4 Operation Problem solving | -Time -Fractions. Decimals and Percentages -Geometry: Position & direction and angles | -Statistics: Incl. averages -Algebra/ Sequences/ missing number -Geometry: Angles -Multi-step problem solving | -Measures: Weight and capacity including problems solving -Fractions, Decimals and percentages | -Practical application of time and money -Investigations based on all domains |
Year 10 | -Place Value -Addition and subtraction | -Multipication and division -Money: Practical application Measures: Length, perimeter, area -4 Operation Problem solving | -Time -Fractions. Decimals and Percentages -Geometry: 2D, 3D, nets, elevations | -Statistics: Including averages -Geometry: Position & direction and angles | -Measures: Weight and capacity including problems solving -Fractions, Decimals and percentages | -Practical application of time and money -Investigations based on all domains |
Year 11 | -Place Value | -Multipication and division -Statistics -4 Operation Problem solving | -Fractions. Decimals and Percentages Measures: Length, perimeter, area | -Time -Probability -Measures -Ration -Linear & Quadratic graphs | -Revision -Practical application of time and money | Exams and Revision |
Glenwood School
Maths
Maths enables pupils to learn the vital skills needed for independent living and it is our responsibility to make it accessible for all. Pupils apply these skills every day in other subjects and in a range of real life contexts. We teach problem solving skills, decision making and trial and improvement through our curriculum to encourage all pupils take ownership of their learning and be the best that they can be.
| Communication and Advocacy Mathematics is of vital importance when trying to understand the world around us. Our curriculum provides the language, knowledge and skills that underpin much of what our pupils need to keep themselves safe. Mathematical knowledge of key concepts such as the value of number, money, budgeting and time will empower pupils to make informed decisions essential to independent living. Mathematics is crucially important for the employment opportunities and achievements of our pupils and their roles as the valuable members of society that they are. |
| Independence and Preparing for Adulthood We aim to provide pupils with a secure understanding of mathematics that will open the gateway to independent problem solving and decision making. Our curriculum has been designed to provide invaluable opportunities for pupils to apply their mathematical knowledge in practical, real life contexts so they can be as prepared as possible for their next step in life towards adulthood. We celebrate achievement and progress at every stage to build confidence and self esteem within our pupils. |
| Physical, Social and Emotional Good Health Mathematics is promoted in all subjects across the school to ensure pupils see the value and importance of maths in all areas of their life. A secure understanding of maths gives us the independence and organisational skills we need to stay connected to others in society without unnecessary stress and strain that a lack of mathematical knowledge could cause. |