Intent
At Lostock Hall Academy the Mathematics department aims to provide a curriculum that enables all students to develop their analytical and logical thinking skills, regardless of their starting point, background, or learning need. Through a carefully designed curriculum we strive to inspire aspiration and to equip students with the mathematical knowledge and confidence required to solve problems in the workplace, further education, and everyday life, including financial literacy and informed decision-making.
Our aim is to foster a love of mathematics through engaging, inclusive, and ambitious learning experiences that combine written, practical, and problem-solving approaches. Through carefully planned learning journeys, students explore meaningful contexts that enable them to apply their mathematical knowledge and recognise the role of mathematics in a wide range of careers, cultures, and real-world situations.
We are committed to ensuring that every student can access and succeed in mathematics. Lessons are designed to provide appropriate support and challenge so that all learners, including those with SEND, disadvantaged students, EAL learners, and the most able, can make progress and achieve success. We intend to build students’ confidence in applying mathematical concepts across the curriculum, including in subjects such as Science, Geography, Technology, and Business Studies, through a broad, balanced, and inclusive curriculum.
The Mathematics curriculum is built around five key strands: Number, Algebra, Geometry and Measure, Ratio and Proportion, and Statistics and Probability. Content is delivered from Years 7 to 11 through the White Rose Mastery Maths curriculum. This approach ensures that key concepts are revisited, reinforced, and consolidated over time, enabling students to retain knowledge, deepen understanding, and make connections between topics. The curriculum is sequenced to provide logical progression from foundational knowledge to increasingly complex mathematical ideas, ensuring all learners have the opportunity to succeed.
Implementation
The Mathematics department follows the White Rose Maths Mastery Scheme of Work, which provides a coherent and well-sequenced curriculum from Years 7 to 11. Each topic is broken down into smaller learning steps, supported by lesson presentations, worksheets, foundational tasks, retrieval practice activities, problem-solving opportunities, and end-of-unit assessments. Lessons incorporate a range of Assessment for Learning (AfL) strategies, self-assessment, peer assessment, and responsive teaching approaches to identify misconceptions and adapt learning accordingly.
A strong emphasis is placed on inclusion and accessibility. Teachers use adaptive teaching strategies to ensure all students can engage with the curriculum, including appropriate scaffolding, targeted questioning, visual representations, mathematical talk, manipulatives, and stretch activities. Support is carefully planned to remove barriers to learning while maintaining high expectations for all students.
All students complete Foundation 4 and ‘4-a-Day’ retrieval activities to strengthen fluency, recall prior learning, and improve long-term retention. End-of-unit assessments enable both students and teachers to identify strengths and areas for development, with dedicated feedback and improvement tasks ensuring students can reflect on and improve their understanding. Summative assessments are carefully aligned with curriculum content and progress measures.
Standardised lessons and resources provide consistency across the department while allowing teachers the flexibility to adapt learning to meet the needs of individual classes and learners. Key mathematical concepts and vocabulary are taught consistently to support understanding and retention. Opportunities for mathematical discussion, reasoning, and explanation are embedded within lessons, helping students to develop confidence in communicating their thinking.
Students regularly engage in self, peer, verbal, and written feedback activities and use purple pen to reflect on their learning and demonstrate improvements. Following assessments, students complete purposeful feedback and action tasks to address misconceptions and deepen understanding. Home learning supports curriculum learning through retrieval practice in Key Stage 3 and increasingly GCSE-focused tasks in Key Stage 4.
The department provides ongoing professional development for staff on mastery approaches, adaptive teaching, manipulatives, mathematical reasoning, and inclusive classroom practice. The consistent use of the Concrete-Pictorial-Abstract (CPA) approach supports conceptual understanding across all year groups. The quality and inclusivity of teaching are monitored through lesson observations, work scrutiny, assessment analysis, and pupil voice, ensuring all students feel represented, challenged, and supported within the mathematics curriculum.
A consistent focus on challenge, support and high expectations ensures that every student is encouraged to achieve their potential. Through high-quality teaching, positive relationships and a culture of inclusion, students develop confidence in their mathematical abilities and a belief that success is attainable for all.
Year 11 Curriculum Journey 2026-27
Impact
Our aim is that all students develop an appreciation and understanding of mathematics as a powerful tool for interpreting and engaging with the world around them. Students will be able to recognise the relevance of mathematics in everyday life, future careers, and cross-curricular contexts, whilst developing the confidence to apply their learning in a variety of situations.
We aspire for students to become resilient, independent, and confident learners who are willing to take risks, learn from mistakes, and persevere when faced with challenge. Students will develop the mathematical fluency, reasoning, and problem-solving skills required to make informed decisions in everyday contexts such as budgeting, shopping, personal finance, measurement, and data interpretation.
Through an inclusive curriculum and high-quality teaching, students will develop the confidence to discuss, justify, and analyse mathematical ideas using appropriate mathematical language. They will gain the analytical and logical thinking skills necessary for success in their post-16 pathways, employment, and lifelong learning.
Students will also develop the ability to interpret, analyse, and critique data, identify trends, and communicate conclusions effectively. Enrichment opportunities and problem-solving activities will foster curiosity, creativity, and resilience, helping students to see themselves as successful mathematicians.
The impact of our curriculum will be evident through strong progress and attainment for all groups of learners, closing gaps where they exist, increasing student confidence and engagement, and ensuring that every student is prepared for the next stage of their education and future life opportunities. Through all we do, we aim to create a mathematics curriculum where every student feels valued, included, and capable of achieving success.
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