We aim to develop the full potential of every pupil in mathematics. We aim to ensure that every pupil experiences success and enjoyment in the subject whether it be equipping them with sufficient mathematical skills for their day-to-day life or providing them with a firm foundation for those wishing to pursue Mathematics beyond GCSE. In addition, we hope that we can open our young people’s eyes to the creative, imaginative and inspiring world of mathematics. Some key ideals are:
- To improve each student’s sense of self-worth and independence.
- To improve each student’s mathematical literacy commensurate to their ability.
- To engage a student, they must see the value in what they are learning, or be enjoying themselves.
- To have safe and joyous classrooms, where no answer is treated without respect and attention and all students are equally valued.
- To develop resilience, character, confidence and independence even when faced with challenging problems.
We teach a broad, sequenced and ambitious curriculum, where future teaching is based on the building blocks taught previously and take a mastery approach to the teaching of mathematics for understanding. The key principles and concepts are broken down into small connected and structured steps enabling interleaving and application to range of contexts. There will be opportunities for students to develop procedural fluency in mathematics through varied and frequent practice of key facts (through retrieval starters and low-stakes quizzes), with increasingly complex problems over time. This will enable pupils to develop conceptual understanding (declarative knowledge) and the ability to recall and apply knowledge rapidly and accurately. We see that the appropriate use of manipulatives and multiple representations allow students to build and scaffold learning. This is part of our CPA (Concrete, Pictorial and Abstract) approach. Pupils will have opportunities to think for themselves and reason mathematically (conditional knowledge) by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Key Stage 3 (years 7, 8 & 9)
Students are taught a range of topics from the five key strands of Mathematics: Number, Algebra, Geometry & Measure, Ratio & Proportion and Statistics & Probability. The new scheme of work has been designed with interleaving as a key element. For example, Year 7 starts with developing algebraic thinking and further development of algebraic skills is then woven throughout the years so students reinforce and extend their knowledge and understanding.
Students will sit a progress test after each topic to enable teachers to provide feedback on students’ strengths and areas of improvement. Pupils will then act on the feedback through targeted feedforward questions. In addition to this, a formal assessment at the end of each term will be sat to cover all topics taught throughout the year.
By the summer of 2023, the mastery scheme of learning for Years 7-9 (following the White Rose curriculum) will be in place. Year 10 will follow this scheme from September 2023.
Key stage 4 (Years 10 & 11)
Students are taught a range of topics from the five key strands of Mathematics: Number, Algebra, Geometry & Measure, Ratio & Proportion and Statistics & Probability. The curriculum is currently a gap-fill/recovery curriculum, ensuring that students have concrete foundational knowledge of the KS3 curriculum before they move onto the new more complex concepts required for higher mathematics.
Students will sit a progress test at relevant points to enable teachers to provide feedback on students’ strengths and areas of improvement. In addition to this, formal GCSE papers will be modelled and attempted each month.
Names of staff, roles & contact details
|Algebraic Thinking - Sequences
Understanding and using algebraic notation
Equality and equivalence
|Place Value and Proportion - Place value and ordering integers and decimals
Fraction, decimal and percentage equivalence
|Applications of Number - Solving problems with addition and subtraction
Solving problems with multiplication and division
|Directed Number and Fractional Thinking - Four operations with directed number
Addition and subtraction of fractions
|Lines and Angles - Constructing, measuring and using geometric notation
Developing geometric reasoning
|Reasoning with Number - Developing number sense
Sets and probability
Prime numbers and proof
|Proportional Reasoning - Ratio and scale
Multiplying and dividing fractions
|Representations - Working in the Cartesian plane
Tables and probabilities
|Algebraic techniques - Brackets, equations and inequalities
|Developing Number - Fractions and percentages
Standard index form
|Developing Geometry - Angles in parallel lines and polygons
Area of trapezia and circles
Line symmetry and reflection
|Reasoning with Data - The data handling cycle
Measures of location
Straight Line Graphs
Plotting straight line graphs
Understanding the equation of a straight line
Finding and understanding the gradient of a straight line
Forming and Solving Equations
Substitution into formulae
Applying all knowledge and skills learnt so far in KS3 to test conjectures
Proving statements true or false ‘Show that’ questions
Three Dimensional Shapes
Revisit area of 2D shapes
Properties of 2D and 3D Shapes
Surface area of prisms
Volume of prisms
Plans and Elevations
Nets of 3D Shapes
Constructions and Congruency
Accurately drawing angles
Using the four operations to solve problems
HCF and LCM
Using the four operations with fractions
Equivalence of fractions, decimals and percentages
Percentage increase and decrease
Repeated percentage change
Maths and Money
Bills and Bank Statements
Value added tax
Wages and taxes
Unit pricing problems
Revisit all previously learnt angle rules Angles in parallel lines
Angle problems with algebra
Testing conjectures involving angles
Testing conjectures involving shapes
Link to constructions
Rotations and Translations
Lines of symmetry
Transformations: Rotations, translations and reflections
Squares and square roots
Identifying the hypotenuse
Calculate missing sides in right angle triangles
Use Pythagoras in 3D
Enlargement and Similarity
Recognise enlargement and similarity Enlarge by scale factors
Ratio and Proportion
Graphs of inverse relationships
Solve ratio problems
Best buy problems
Speed, distance, time
Density, mass, volume
Rates of flow problems
Converting compound units
Probability of single events
Sample space diagrams
Other non linear graphs
Graphs of simultaneous equations
How and when is my child assessed?
In KS3, students are taught a range of topics from the five key strands of Mathematics: Number, Algebra, Geometry & measure, Ratio & proportion and Statistics & Probability. The new scheme of work has been designed with interleaving as a key element. For example, Year 7 starts with developing algebraic thinking and further development of algebraic skills is then woven throughout the years so students reinforce and extend their knowledge and understanding.
Students will sit a progress test after each topic to enable teachers to provide feedback on students’ strengths and areas of improvement. In addition to this, a formal assessment at the end of each term will be sat to cover all topics taught throughout the year.
In 2021, with the first phase of introducing our new mastery Scheme of Learning, Year 7 to 10 will be following the white rose curriculum. This will eventually be implemented throughout the school from year 7-11.
During Key Stage 4, the foundation knowledge from previous years is built upon to further develop students’ knowledge. Students in Year 11 will be provided a detailed revision programme, focusing on exam questions and refining exam technique. Students will sit progress tests after each unit to enable teachers to provide detailed feedback. Students will also sit mock examinations throughout the year so they can be monitored and detailed analysis of their mock examinations will be given.
Students are assessed on a regular basis, throughout the two years of GCSE and are given individual feedback on what topics they need to focus on in order to improve. There are regular revision and booster classes for Year 11 in the run up to the GCSE. Intervention classes are also provided for those students identified as needing help to reach their potential.
|Name of course(s) offered
|Link to spec
|Nature of assessment
|Three 90 minute written exams
The Maths department assess pupils throughout Key Stage 3 and has summative assessments at the end of each term, revision lists are provided and students should be in the habit of regularly reviewing all their previous work. Assessments are graded using the GCSE 1-9 system; a current grade will be given along with a projection for GCSE and topics for improvement identified.
In Maths lessons, teachers will use a variety of teaching strategies to support their pupils through the learning process. The teacher will choose a teaching strategy most suitable to the topic being studied, the level of expertise of the learner and the stage in their learning journey. Examples of teaching and learning strategies that may be used are:
- Collaborative learning
- Personalised learning
- Developing metacognition
- Modelling & Scaffolding
- Retrieval practice
- Dual coding
- Low stakes quizzes
- High-level questioning
A big emphasis will be placed on pupil practice as this is vital for success in Mathematics.
Homework will be a combination of written tasks and online work via Sparx Maths. Pupils are expected to complete all homework or their orange books. Staff will give feedback to pupils, allowing them to make corrections with the expectation that pupils scores and skills improve over time.
After school support is offered to all students on a Thursday.
Last updated September 2023