Aims

The key aims of the Southfield Maths Long Term Plan are:

• To ensure learners access the full breadth of the maths curriculum each year
• To allow ample opportunity for the skills that are most relevant to our learners to be revisited throughout the academic year and also across their learning journey as a whole.

Content

The key strands students will access are; Number, Measure, Geometry and Statistics. Although these strand headings are taken from the Key Stage 1 National Curriculum, at Southfield these encompass other areas of maths that can be found in the Early Years curriculum and prior to formal mathematical learning, with documents such as the SENIT Review and engagement model informing content choices for learners that are exploring mathematical concepts in the earliest stages. On the opposite end of the spectrum, the functional skills curriculum is used to inform content for those working towards a formal qualification. 

The table below outlines how the content covered in each block is organised.

Structure 

As a large school, we have learners at all different stages of mathematical exploration and learning, from learners with PMLD who are exploring mathematics at its earliest stages, to those that are preparing for a Functional Skills Qualification. This is why learning is organised in blocks with a broad strand focus. This allows teachers to identify appropriate learning within a strand for each learner, as can be seen in the above table. With robust assessment in place, teachers can identify each individual's progression step and in turn, the correlating curriculum content on each medium term plan. This ensures learning is carefully sequenced but also allows learners to access a curriculum which is personalised and learn at a pace appropriate for them. 

For example, statistics is not a strand of maths that is appropriate for our learners working within steps 1 to 10, and so pattern is instead focused on which encompasses many foundational skills that are needed in order to potentially access statistics later in their learning journey. Again, this can be seen in Block 6 - Number D; Whilst all learners focus on Number, those within step 1 to 6 focus on exploring quantities and amounts using a sensory approach, which leads on to composition for those at steps 7-10 before progressing to fractions (11-16) and then fractions, decimals and percentages (16+)

Recall & Consolidation 

Our curriculum ensures that for students working at step 7+, the maths skills most important for their future and independence are returned to each term; place value, addition & subtraction, multiplication & division, time, money and position & direction. 

There were many factors in deciding on a 20 minute recall & consolidation session and a 40 minute topic lesson:

• Breaking 60 minutes up into 20 and 40 minutes can help to keep learners engaged, especially as they switch to a new area of maths.
• This model mirrors our English lessons and is familiar to learners. 
• Links are made between R&C session and the topic lesson where appropriate, building mathematical fluency. 

For our learners working at steps 1 to 6, we have chosen to keep an hour-long session which focuses on the earliest fundamental skills that are needed to access more formal maths skills and life skills at a later stage. Due to the explorative nature and need for repetition within these classes, having a longer session is useful. It also allows staff more time to work one-to-one with students where needed and make observations. 

Assessment

In numeracy, staff will either complete two "Evidence for Learning" (EFL) entries per half term or maintain regularly marked workbooks. The EFL entries should demonstrate progress against the skills progression steps, showcasing the student's mathematical development. Alternatively, workbooks will be regularly marked by teachers and learning support assistants, addressing misconceptions, providing positive feedback, and outlining next steps for improvement. Both assessment methods aim to provide a comprehensive view of student progress and areas for continued growth in numeracy skills. At the end of a block of learning, summative assessments will be added to Arbor against the relevant skills progression steps.

 A copy of the document can be downloaded below.

	Autumn	Spring	Summer
Year 7 All About Me	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics
Year 8 My Amazing Human Body	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics
Year 9 My Voice, My Choice	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics
Year 10 Risky Business	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics
Year 11 Bradford, Britain and Beyond	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics
Year 12 My ambitions and aspirations	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics
Year 13 I am an entrepreneur	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics
Year 14 My life beyond Southfield	Number A Number B Measure A Measure B	Number C Number D Geometry A Geometry B	Measure C Measure D Pattern & statistics