At Putteridge High School, we aim to create the very best mathematicians. We challenge students to think, act and speak like those working in the field would. Our curriculum map reflects our high expectations for every child. Every student is entitled to master the key mathematical content for their age, by receiving the support and challenge they specifically need through our differentiated pathways in our Key stage 3 curriculum.
We believe that during the learning experience students should explore, wonder, question and experiment in order to develop mathematical thinking in and out of the classroom to fully master the concepts. We want students to think like mathematicians, not just DO the maths.
At KS3, our curriculum map is sequenced with different topics every two weeks ensuring that students are exposed to a breadth of knowledge. Our practice also embeds the importance of deep understanding. We achieve this by allowing students to represent concepts in a variety of different ways using both objects and pictures. Our KS4 curriculum is designed to build upon skills learnt at KS3. At this stage of the curriculum students will now be following a foundation tier or a higher scheme of work.
We believe that students should be able to express themselves using the correct mathematical language throughout their maths learning to deepen their understanding of concepts. We use a carefully sequenced and structured approach to introducing and reinforcing mathematical vocabulary throughout maths lessons so students have the opportunities to work with word problems from the beginning of their learning.
Problem solving is also at the heart of our curriculum. Our aim is to encourage students to learn through problem solving and to solve problems to develop lifelong transferable skills. Throughout our curriculum we introduce students to the stories of some of the most influential mathematicians from around the world throughout history and also celebrate the impact that their work has had on the world we live in. Real life applications of mathematical ideas are made explicit to students whenever possible.
We make learning stick by having a spiral curriculum. The five main areas of the curriculum algebra, number, ratio, geometry and data are taught in a cycle. Each time students revisit an area, they are exposed to more complex content on building on what they have already learnt. We ensure the level of challenge is high enough for the most able, with scaffold and support available for students who need it