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How do I ensure there is progression in the maths curriculum?

Created on 17 May 2010 by ncetm_administrator
Updated on 08 April 2013 by ncetm_administrator


What is the maths Curriculum?

How do I ensure that there is progression in the maths curriculum?

One of the key elements of this is to ensure that teachers are looking at how a maths concept develops when planning, rather than what is allocated to their year group to teach. It can be very helpful to ask a question such as how does the concept of fractions develop across the school?
Draw a concept map – use the National Curriculum to help or the Renewed Framework guidance if that is what your school is using - and then compare that with what each teacher is doing in their Year group. Sometimes it can be very surprising to see that the children are doing the same thing in Year 3 and Year 5 for example. This can often happen when it comes to data handling and drawing graphs.

Record your concept maps in your Maths Subject Leader file and actions that you take to ensure continuity and progression.

Calculation is a significant area where you need to ensure progression and so developing a whole school calculation policy can be key.
Check and see if you have a policy. The policy needs to contain how each calculation strategy develops across the school and what the expectation is of each Year group.
If one was in place when you took on the MSL role see if you can find out the answers to the following questions:

  • did all colleagues contribute when it was written?
  • when was the calculation policy last reviewed?

It is really important that you devise one together with your colleagues so that everyone can see what their contribution is and how their contribution relates to those in other year groups.

Focusing on progression for key groups of children

There may be significant groups in your school – such as ‘invisible girls’ or an ethnic group where you need to look in more detail at progression. It is vital to keep track of whether these children are progressing with their learning.

This section links with What does the data tell me about children's learning? which includes the processes for tracking children's attainment.

You may like to look at the NCETM funded project Supporting gifted and talented learners in mathematics, and consider the provision for Gifted and Talented children.

About the P scales.

If you want to consider a group of boys who are underachieving, you can read Rukhsana Bentley's vignette.

There is more on meeting the needs of specific learners in Module 3: Leading Personalised Learning.

Key question
The key question is what is the nature of curriculum provision that the school needs to make to ensure that the needs of these different children are met? How well is the school’s curriculum meeting their needs at present?

Think about which area of progression is key for your school.
What are the implications for you as Maths Subject Leader?
Record your thoughts in your Personal Learning Space. 






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