In the Post-16 provision at Muntham House School, we offer our pupils GCSE retakes or a Functional Skills Level 2 in Mathematics through the AQA syllabus. The Mathematics department decides whether the GCSE retake Grade (1-9) or the Functional Skills Level 2 is better suited to provide the best outcome for each individual. Over the course of the academic year, we cover many topics within the six core groups, which are:
We will start the process with the pupil by sitting an Accelerated Maths assessment and mock paper to provide a baseline of their overall mathematical ability. This will provide the Mathematics department with a clear picture of the pupils' strengths and where they may have gaps in their learning. Throughout their time here, we would look to fill those gaps in their mathematical knowledge. If the pupil is struggling with the topic, we will offer extra interventions with a specialist to support the key concepts they are missing. If a student is excelling or has a true passion for Mathematics, we will offer stretch and development sessions which allow the pupils to explore the depths of the higher content.
The intent behind the mathematics planning, teaching and learning is:
Mathematics is taught as a core subject but is also integrated into the other subject areas across the school. Through this, students learn the place of mathematics in the world around them, and they gain a greater insight into the practical benefits of developing their mathematical understanding. Pupils develop mathematics through using a variety of methods: mental strategies, practical activity, written calculations, problem-solving, use of mathematical tools, discussion, and application of basic skills. Pupils of different levels of ability are supported through the differentiation of activities provided and by the outcome. Differentiation means that all students are taught an age-appropriate curriculum. Teachers model growth mindset techniques of how to tackle failure and frustration within the classroom through overt discussions and asking questions which cover incorrect or alternative methods or answers often using the phrase ‘I wonder if…’. This seeks to create a classroom ethos of acceptance and learning where pupils are not afraid to articulate their thinking, share their methods or verbalise an answer which might not be correct. Resources used to support, promote and explore the full range of mathematical concepts in the teaching of mathematics include, but are not limited to: White Rose Maths; MyMaths; Freckle; Accelerated Maths; Times Table Rockstars.
Through the implementation of the maths policy and teaching, we seek to ensure that every pupil leaves Muntham House School with a formal maths qualification (for example, a GCSE or Functional Skills) and the ability to:
Additionally, the progress of and skills gained by each pupil in Post-16 is recorded and measured on Muntham House School's Work-Life Ready Wheel.
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