Welcome to Mathematics
We endeavour to provide students with a foundation for lifelong learning, critical thinking, and technical problem solving, through an innovative, well-balanced and dynamic curriculum. Students are encouraged to persevere and be resilient learners as they actively engage and become successful, independent mathematicians. We aim to foster an environment where students feel safe to take risks and to learn from mistakes.
Mathematics is all around us in everyday life. It is vital our students have a fundamental understanding of mathematics in order to thrive in their lives after school. As a Faculty, we believe that it is essential that we nurture these skills not only inside the classroom but also outside. As a result, we offer a wide range of enrichment activities. Students are provided the opportunities to explore mathematics within: mathematics and statistics workshops, college and university visits, business tours and maths challenges.
Curriculum Statement
Our aim in the Mathematics Faculty at Cansfield High School is to cultivate a stimulating and challenging learning environment, where all students can thrive and become competent users of mathematics and mathematical application. We endeavour to provide students with a foundation for lifelong learning, critical thinking, and technical problem solving, through an innovative, well-balanced and dynamic mastery curriculum. Students are encouraged to persevere and be resilient learners as they actively engage and become successful, independent mathematicians. Mathematics is all around us in everyday life. It is vital our students have a fundamental understanding of mathematics in order to thrive in their lives after school. To accomplish this, we ensure the disciplinary skills of fluency, mathematical reasoning and problem solving are intertwined are into lessons within every concept; beyond that; our tasks deliberately present maths in scientific, financial and other real-world contexts.
Our Key Stage 3 curriculum is carefully sequenced to build on prior knowledge from Key Stage 2, starting with the fundamental concepts which underpin mathematics. From this, the curriculum is sequentially sequenced to build on each prior concept. Within the curriculum design we have ensured that students are continually exposed to developing fluency, reasoning mathematically and problem solving. Throughout our Key Stage 3 curriculum we intertwine these disciplinary skills into every unit of work to ensure students continually receive a rich variation of higher order thinking and challenging questions. Each year the demand on our students increases, as it is the curriculum which is the progression model. Consequently, we draw on increasing prior knowledge to link different topics ensuring all our students are exploring these in greater depth. Our curriculum is designed in order to meet the expectations of the national curriculum.
Our numeracy curriculum is designed to equip every student with confidence, competence and critical thinking skills needed to thrive beyond school. We believe numeracy is more than the ability to calculate; it is the capacity to interpret information, solve rea-world problems, make informed financial decisions, and engage thoughtfully with the data-rich world around us. By fostering resilience, reasoning and a positive disposition towards mathematics, we prepare students not only for examinations, but for further study, employment and everyday life. Central to this vision are our maths ambassadors- student leaders who champion numeracy across the school, model enthusiasm and perseverance, and provide peer support to help grow in confidence and achievement. We also enrich our provision through initiatives such as our darts club, which provides a fun and practical context for developing mental arithmetic, strategic thinking and numeracy fluency, helping students see mathematics as an enjoyable and relevant part of everyday life.
