Aims & Objectives

Mathematics helps us to make sense of the world around us by developing pupils’ ability to calculate, to reason and to solve problems. It enables pupils to understand and appreciate relationships and patterns in both number and space in their everyday lives. It will give them the ability to cope confidently with the mathematical demands of further education, employment and adult life.

With this in mind it is the aim ideally for all pupils when they leave Wilds Lodge to have some knowledge and understanding of the following, although it is probable that for some this will not be wholly achievable:

  • Read numbers correctly form a range of meters, dials and scales
  • be able to work out answers mentally
  • Make sense of number problems, recognise the operation(s) needed and are able to work confidently with numbers
  • Are able to manipulate algebraic expressions and simple formulae
  • Understand and use correct mathematical notation and terminology
  • Use units of measurements of length, angle, mass, capacity and time; can suggest suitable units for measuring, make sensible estimates of measurements and measure accurately using a range of instruments
  • Draw plane figures to given specifications and appreciate the concept of scale in geometrical drawings and maps
  • Collect data, discrete and continuous and draw, interpret and predict from graphs, diagrams, charts and tables
  • Have a sense of the size of a number and where it fits into the number system
  • Know basic number facts and recall them quickly and confidently
  • Use calculators and other ICT resources appropriately and effectively to solve mathematical problems
  • Know when answers are reasonable and give results to an appropriate degree of accuracy
  • Are able to explain methods, reasoning and conclusions
  • Understand and use compound measures and rates
  • Use simple formulae and substitute numbers in them
  • Measure and estimate measurements, choosing suitable units and calculate simple perimeters, areas and volumes
  • Understand the difference between the mean, median and mode and the purpose for which each is used
  • Understand the probability and risk

It is the policy of Wilds Lodge School To

  • Recognise that literacy problems and poor organisational skills often necessitate different approaches (a major factor at Wilds Lodge)
  • Develop and emphasise correct usage of Maths vocabulary and to encourage explanations of methods of calculations
  • Fill gaps in working knowledge (many, if not all students at Wilds Lodge suffer from huge gaps in knowledge largely due to having missed long periods of schooling)
  • Provide for breadth as well as depth of experience
  • Use practical apparatus where appropriate throughout the learning experience
  • Reinforce and revisit topics frequently
  • To ensure all pupils are given the opportunity to achieve their potential and show maximum progress
  • Assess each pupil’s level of achievement using testing, teacher assessment and classroom monitor (see below)

The aims of Mathematics are to

  • Promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion.
  • Promote confidence and competence with numbers and the number system.
  • Develop the ability to solve problems through decision-making and reasoning in a range of contexts.
  • Develop a practical understanding of the ways in which information is gathered and presented.
  • Explore features of shape and space, and develop measuring skills in a range of contexts.
  • Appreciate and understand the importance of mathematics in everyday life.

Key STage 2 & 3

Maths lessons are based on the Numeracy Framework. The planning covers all the areas as laid down in the Numeracy Framework, the work being adapted each year to suit the particular needs and abilities of those students. Wilds Lodge uses a wide variety of teaching resources with much use being made of interactive whiteboards. During lessons pupils are encouraged to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources and are encouraged to use and apply their learning in everyday situations.

In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all pupils by matching the challenge of the task to the ability of the pupil. This is achieved through a range of strategies – in some lessons through differentiated group work, and in other lessons by organising the pupils to work in pairs on open-ended problems or games. Classroom assistants are used to support children as required and to ensure that the work is matched to the needs of individuals.

Key stage 4 & 5

The assessment at the end of Keystage 3 is used to support grouping decisions at the start of Keystage 4, with pupils being grouped according to ability. One group will follow the GCSE syllabus, and it is usual for this entire group to achieve a GCSE. The other group being split between GCSE and Entry Level and it is envisaged that some will achieve a GCSE and the others an Entry Level qualification, the majority of these at level 3, the highest available.

At Keystage 5 the students will follow either the Maths Functional Skills course, which is at three levels; Entry Level, Level 1 and Level 2 or follow the GCSE course.

In Keystages 4 and 5 pupils use their knowledge and skills of mathematics and use and apply them as part of their PSHE lessons, ASDAN courses as well as Life Skills.