Intent

With its requirement for students to face the unexpected and to apply their knowledge to unfamiliar contexts, throughout their Maths education at The Hazeley Academy, students are taught the building blocks they need to be successful. The focus evolves from knowing the facts, to knowing how to apply the concepts to solve problems, and evaluating the appropriateness and limitations of different strategies in diverse contexts. Relevance to real life is emphasised to help students understand how studying mathematics might support their career pathways. A GCSE qualification is not the end point, though essential for a successful life. 

The core content of Maths lessons at The Hazeley Academy develops familiarity with the key facts and methods, including developing the attitude needed to make good decisions.  Employers are known to value mathematical skills, even for non-numeric jobs.  An individual's application to problem-solving, resilience, and creativity can be considered as character-based skills.  

Within the curriculum, retrieval is used to draw on links with new and known content. Time is given over to those students who need more time to form their building blocks, developing their confidence, and making their own links between the concepts before they are ready to progress. 

Lessons allow teachers to foster and encourage self-reflection and self-regulation.  Positive learning environments are a fear-free space where students can confidently share ideas.  Staff emphasise the strengths of individuals and praise them.  Mistakes are used as a learning opportunity at all levels and provide a rich resource to build resilience. Whether alone or with their peers, learners are guided to reflect on work and identify their next steps.  

Mathematics offers a variety of avenues to develop students’ oral skills.  One such example is group work, which supports the need for accurate communication.  Concurrently, learners must be active listeners if they are to communicate well.  When students work together, they are more likely to be successful if they listen to each other and respond accordingly. Students take turns listening to their peers within the classroom. Teachers carefully select their questions to encourage responses at all levels. Students are encouraged to use key mathematical vocabulary when they ‘talk maths’. 

Diversity & Equality is highly valued in the Maths classroom and each student is treated as a unique individual.  Staff make sure that students feel they belong in the classroom. Students are open-minded and accept differences within the classroom, are patient and respectful of their peers.  

We use the White Rose Education Maths framework as a basis for our Scheme of Learning.  It meets both Ofsted and National Curriculum requirements.

Good Maths teaching is not rushed teaching. (P.Rowlandson)