Mathematics

Mathematics Overview

Intent

The intent of our Mathematics curriculum is for all pupils to experience Mathematical concepts and problem solving, to gather and understand information to enhance learner’s life-long learning and development of transferrable skills.
Our broad, balanced, and ambitious Mathematics curriculum covers all key concepts of Mathematics to facilitate all learners to work towards their own aspirations.  
 
Underpinning our curriculum are our three core values of Achievement, Equality, and Independence.

Implementation

The learning of Mathematics is functional, supporting learners to be as independent as possible in everyday life.

Our Mathematics curriculum utilises three frameworks – Birth to 5 Matters, The Engagement Curriculum, and The National Curriculum. These frameworks underpin our objectives for all learners throughout our learning pathways.
Learners individual Education, Health and Care Plan outcomes are also a key priority when planning implementation of this core subject.

This subject is based upon a holistic approach to education, focussing on each learner’s unique starting point, abilities and potential, organised to reinforce and build upon prior knowledge.

Pedagogies such as Attention Autism, Intensive Interaction, and other intervention programmes feature in our deployment of Mathematical concepts. Where appropriate our agreed calculation policy is taken from White Rose Maths.

Impact

The impact of our Mathematics curriculum is that learners will have achieved their full potential in all aspects of Mathematics. Learners will utilise the mathematical concepts in a practical and functional way during their journey at Hope school, college and beyond.

Mathematics Rationale

All learners at Hope School and College develop mathematical skills and understanding to enable them to become as independent in life as possible. Mathematics is a vehicle to develop and promote these skills.

At Hope School and College, we nurture learners mathematical thinking to ensure understanding to support essential life skills. This includes counting, calculating, sorting, matching, pattern work, making connections and comparisons, recognising relationships, and working with numbers, shapes, space and measures.

The teaching of Mathematics begins with an immersive practical or multi-sensory approach and develops as per the cohort of learners and their individual need. We build on prior knowledge and address misconceptions when teaching new concepts.

Mathematics can be accessed practically, contextually, discretely, and with much more impetus if it is taught alongside another learning vehicle. Our curriculum reflects that learner’s mathematical development arises out of daily experiences in a rich and interesting environment. Our school café, trips to the local community and a thematic approach enable this.
It is vital that the language associated with mathematics is taught alongside new concepts and skills. This language is highlighted on our medium-term plans and can be referenced in form on displays, symbol support and signing where appropriate.

Mathematics is embedded in the everyday curriculum at Hope School and College. We provide opportunities that enable learners to practice and embed their skills and knowledge in a variety of functional contexts and situations. This will be developed through stories, songs, games, sensory and imaginative play leading to more practical contextual learning. The resources used have the purpose of promoting enjoyment for learning and the experimentation of mathematical concepts.

Learners communicate in a variety of ways.  Our Mathematics curriculum reflects this by following a universal approach encompassing a variety of technologies, visual supports and simple language when asking questions, giving directions, presenting concepts, and offering explanations.

Learners may have difficulty generalising skills to new contexts. Learners may require repeated opportunities to consolidate a new skill in one “experience” and transfer this skill across a range of different “experiences”.  This repetition and coverage of mathematics is stipulated in long term plans which ensures coverage and breadth of the top

Mathematics at Hope School and College

Mathematics in our Complex Learning Pathway

Learners with complex medical needs and PMLD will access a mathematics curriculum devised alongside the Attending section of the Engagement curriculum. They will explore mathematics through a multisensory approach which is embedded as part of their holistic experience of education at Hope School and College. Mathematics assessment within this pathway is non-subject specific and is assessed using the Engagement steps B Squared Assessment Tool.

Within this pathway learning may look like:

Mathematics in our Early Steps Pathway

Learners within Early Years and Key Stage 1 will follow the Birth to 5 Matters curriculum. They explore mathematics through play-based activities or adult led focussed activities. Continuous provision provides planned enhanced opportunities to support child led learning. Mathematics assessment within this pathway is subject specific and is assessed using the Early Steps Mathematics B Squared assessment tool.

Within this pathway learning may look like:

Mathematics in our Semi-Formal Pathway

Learners within this pathway build upon the foundations of learning on which the pre-formal curriculum pathways are based. The curriculum is taken from the Engagement Curriculum Initiation section and where learners may have strengths or elevated skills and interests e.g. number, learners may be taught discretely in order to maximise progress. Mathematics may be accessed through continuous provision. In addition to this, sessions are delivered through a variety of whole class, small group and 1:1 activities.

Mathematics assessment within this pathway is subject specific and is assessed using Engagement Steps, Progression Steps and Steps 4 Life B Squared Assessment Tool.

Within this pathway learning may look like:

Mathematics in our Formal Pathway

Learners within this pathway build upon the learning on which the semi-formal curriculum pathways are based. The Curriculum utilises the National Curriculum or Functional Mathematics Framework and introduces a greater range of mathematical concepts. Sessions are delivered through a variety of whole class, small group and 1:1 activities and include planned enhanced opportunities.  
Mathematics assessment within this pathway is subject specific and is assessed using Progression Steps and Steps 4 Life B Squared Assessment Tool.

Within this pathway learning may look like: