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Mathematics allows students to think in an analytical, logical and strategic way, whilst solving problems and justifying outcomes. By nurturing the power of mathematics, and understanding how it promotes, creativity, reasoning, order, critical thinking, problem solving and abstract thinking, we can help our students make their chosen career paths a reality in a world that is becoming ever more technological, data driven and precise.

The mathematics curriculum is broken into different strands of number, Algebra, shape, space and measure, data handling and proportional reasoning.  Students revisit each area at different points throughout their time at Lowton Church of England High School and therefore our curriculum is designed around securing and building on prior knowledge, exposing students to more complex content and creating opportunities to link the different strands of knowledge and learning together. 

The mathematics curriculum focuses on three key teaching principles:

  • Fluency and Facts (Substantive knowledge)
  • Problem Solving (Disciplinary knowledge)
  • Reasoning and Justification (Disciplinary knowledge)

How do we ensure academic rigour in our mathematics curriculum?

  • Through varied and frequent practice with increasing complex problems, students will develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
  • Students reason mathematically by following a line of enquiry, conjecturing relationships and developing an argument, justification or proof.
  • Students develop their ability to communicate, justify, argue and prove using mathematical vocabulary.

How do we nurture and develop our students through our mathematics curriculum?

  • A strong focus on numerical literacy within mathematics, with a particular focus on oracy and technical vocabulary.
  • Giving students opportunities in every lesson to flourish and succeed. A logical progression through increasingly complex areas of mathematics allows identification of individual students requiring reinforcement of key principles or further opportunities to challenge their thinking.
  • Making lots of manageable incremental steps in learning will increase students’ confidence in numeracy and promote regular challenge for them.

How do we promote social action and courageous advocacy through our mathematics curriculum?

  • Show how being numerate is an essential life skill that is transferrable across different careers and situations throughout life.
  • To ensure that topics are not just taught in isolation and that we mix and interleave different ideas and concepts together at appropriate moments in the curriculum.
  • Students recognise how an understanding of money (financial literacy) can be used to positively impact a community.