Maths
Head of Department: Mr. M Green
subject intent
We intend to provide students with a strong foundation in mathematical concepts, skills and problem-solving strategies that will equip them with the necessary tools for success in their future academic and professional pursuits. Through a range of engaging and challenging activities, students will develop a deep understanding of mathematical principles and their application in real-life situations. We aim to foster a love for maths and inspire our students to become confident, independent learners who are able to tackle complex mathematical problems with ease. In addition, we strive to promote the development of transferable skills, such as critical thinking, communication, and creativity, that will benefit our students across all areas of their lives.
CURRICULUM MAP AND BIG IDEAS
What skills and cultural capital do students acquire in your subject?
Our aim is to develop students’ ability to become independent and successful adults. Our curriculum teaches functional skills such as calculating percentages and fractions, compound interest, best value for money and problem-solving skills involving ratio and proportions.
How do you make Careers education explicit in your curriculum?
Every lesson students discuss the real-life application of the topic and unit. This allows a deeper conceptual understanding and greater confidence in the subject. Students learn transferable skills throughout the course including analysis, decision making, logic, visualisation, persevering and working collaboratively.
What additional experiences (including expeditions) do your students access in your subject?
Students are entered for the UK Maths challenge each year at Junior, Intermediate and Senior level. We also offer and chess club and homework club for all years. Students at KS4 are supported with additional online tutoring.
How do you support all learners to progress?
Our lesson planning priority is to differentiate teaching and tasks for all abilities to access the learning. Support is given throughout the lesson through planned questioning and cold calling students to check for understanding and ensure students have mastered the basics before progressing further.
How is your curriculum designed?
Our curriculum in KS3 is based on a mastery approach where students are taught to develop a depth of understanding, mathematical fluency and problem-solving skills. The topics are carefully sequenced to enhance students’ understanding of mathematics.
What content do you cover and how is this delivered over time?
From Year 7 to Year 11, students cover the five main strands of mathematics which include Number, Algebra, Ratio & Proportion, Geometry & Measures, Statistics & Probability. In Year 7 we focus on the fundamentals of number, algebra and shape. Each subsequent year builds on this foundation as we cover more challenging topics working towards GCSE.
Which exam board do you use? Why?
Pearson Edexcel as they have a clear and accessible assessments with plenty of resources.
What are the Big Ideas in your subject? Why are they important?
Big Ideas: Equations Always Balance, Fundamental Number Skills for Life, Statistics Helps us to Analyse, Scale Factors Keep Things in Proportion, Shapes Must Have Properties.
To equip students with an understanding of mathematical skills together with an ability and desire to learn and progress. Equivalence in Maths is essential for developing children's algebraic thinking. Proportional reasoning is the ability to think about and compare quantities, but it actually permeates all strands of mathematics. We can use proportional reasoning to solve some questions directly, such as which size of laundry detergent is the cheapest per load, or what the dimensions of the model car should be. At a basic level, Geometry is important to learn because it creates a foundation for more advanced mathematical learning. Geometry introduces important formulas, such as the Pythagorean theorem, used across science and math classes. Representation can be used by teachers to instruct and by students to solve problems and communicate their mathematical ideas to others.
How do you intelligently sequence your curriculum so that new knowledge and skills build on what has been taught before? Planning the progression model - How does a certain topic (e.g. algebra / language analysis) progress across the key stage(s)?
The curriculum is based on the building blocks format. We start with Maths Mastery in year 7 which is then revisited every year adding in slightly harder extensions each time. When we
plan these lessons, we always have a 'Do Now' starter to revisit the previous learning which then also allows the students to see how a topic can be developed. We focus on the 'I do', 'We do', 'You do' tasks modelling how to sequence working out and getting students to practice until they are confident before moving on to higher levelled questions on the same topic
An example of How a topic progresses across the key stage(s) is:
On the topic of angles: In Y7 students study properties/angles/types; in Y8 students study; Angles in polygons; in Y9 students study; Angles in Regular Polygons, Pythagoras; in Y10 students learn; Trigonometry, Angles with Algebraic expressions, and Circle Theorems and in Y11 students learn further Problem solving.
How do you use spaced practice / retrieval practice?
Each lesson begins with a Do Now task which retrieves prior knowledge and practises key skills essential to the topic being taught. Each half term selected homework tasks are built in to our schemes to ensure students have committed previous learning to their long term memory. Assessments at the end of each term cover topics cumulatively so students are assessed on their knowledge and application.
How is reading and mathematical fluency prioritised in your subject?
Students are encouraged to deconstruct worded problems and questions identifying key words and concepts. In every lesson students complete independent practise to ensure they have fluency before attempting problems.
Subject Knowledge - What are staff specialisms? What qualifications do your staff hold?
All Maths teachers hold university degrees and QTS. Some teachers specialise in A Level content of Mechanics and Statistics.
Equitable delivery - How do you support disadvantaged students and students with SEND?
All students follow the same scheme of learning to ensure equity. All teachers ensure they have a good knowledge of their students and provide scaffolded materials for each of their students as necessary. Personalised learning strategies are planned and employed in each lesson to ensure that every student is able to access the curriculum and supported to achieve the learning objectives.
How does your subject use homework to support learning?
Each week students are set two Hegarty maths tasks to complete online. Each task has a video to support students to complete their homework. The teachers set tasks based on the previous weeks learning and topics students need to practise.
Assessment - How do teachers assess across the unit / term / cycle / year / key stage?
Every three weeks students complete a maths quiz to assess their learning on the most recent topic. Teachers then provide feedback on areas to improve. At the end of each term a cumulative assessment covering all the topics to that point in the year are assessed so we can ensure all previous knowledge has been retained. Students at the end of Year 10 and through Year 11 complete GCSE papers to assess their progress and select their tier of entry.