The Mathematics faculty at Nova Hreod is focused on developing high levels of mathematical rigour in all students to ensure that they are fully prepared to take their next steps in life. We have a team of dedicated mathematics specialists with a huge amount of expertise and experience ensuring that students receive high quality teaching and learning and are able to make excellent progress.
Mathematics is taught in ability sets in all year groups. Students are set in mathematics when they join Nova Hreod in Year 7 so that they are working within groups of similar ability students. They are encouraged to build upon skills and strategies to ensure rapid progress.
Year 7 will be delivered a programme from Mathematics Mastery. The aims of the programme are to develop a secure, deep conceptual understanding which students can apply to problem solving, reasoning and communicate effectively as mathematicians. Delivery of the programme incorporates use of manipulatives regularly in lessons and opportunity to develop deep mathematical discussion. Students study concepts in depth and continue to apply and build on these skills as they move through the programme. As a result, students will be able to work mathematically with confidence to apply their learning and problem solve in a range of contexts, even when unfamiliar.
Year 8 – 11
The expectation at Nova Hreod is that that all students can gain a secure understanding in all areas of the curriculum where students follow a logical, sequential curriculum which prioritises fewer topics in more depth. The curriculum design is based on the principles of ‘Mastery’ where careful consideration to sequence and application of topics to enable students to make sustained progress over time, to achieve desired outcomes at GCSE.
Discussion, reasoning and problem solving are regular features of lessons in order to prepare students for real life applications and GCSE success. In addition to summative assessments, students undertake formative assessment regularly throughout the term to inform teachers to plan to support students or challenge them further.
Learning activities support a deep conceptual understanding of subjects, often involving problem-solving and applying challenging conceptual knowledge to new contexts. Teachers use assessment to check for the specific things that students can do, know and understand; then correct or enrich as needed. Higher attaining students study the content more deeply, rather than cover additional content.
Students regularly review and practise essential fluency skills in lessons so that they have a strong skills set in which to build new learning on.