Mathematics

Mathematics Curriculum

  • Mrs A. Niczyporuk

    Head of Maths

  • Mrs N. Clare

    Second in Maths

  • Ms D. Butler

    KS5 Lead Teacher

  • Mr M. Piggot

    KS3 Lead Teacher

  • Mr G. McAdam

    Associate Assistant Principal - Behaviour & Pastoral Care / Teacher of Maths

  • Mr C. Brown

    KS4 Achievement Leader / Teacher of Maths

  • Mr A. Burnett

    Teacher of Maths

  • Miss A. Port

    Teacher of Maths

  • Miss G. Smith

    Teacher of Maths

  • Miss J. Dodds

    Teacher of Maths

  • Mr L. Miller

    Teacher of Maths / PE

  • Mrs R. Young

    Teacher of Maths

INTENT

  • KS3/4

    • Provide evidence of students’ achievements against demanding and fulfilling content to give students the confidence that the mathematical skills, knowledge and understanding that they will have acquired during the course of their study are as good as that of the highest performing jurisdictions in the world.
    • Provide a strong foundation for further academic and vocational study and for employment, to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education. This includes Level 3 mathematics courses as well as Level 3 and undergraduate courses in other disciplines such as biology, geography and psychology, where the understanding and application of mathematics is crucial.
    • Provide (if required) a basis for schools and colleges to be held accountable for the performance of all of their students.
    • Provide a correct scope and sequence that a broad content covered under the curriculum is fully coherent and balanced enabling students of different abilities to:
      • Develop fluent knowledge, skills and understanding of mathematical methods and concepts.
      • Acquire, select and apply mathematical techniques to solve problems.
      • Reason mathematically, make deductions and inferences, and draw conclusions.
      • Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

  • KS5

    It is our intent to enable students to understand mathematics and mathematical processes in ways that promote confidence, foster enjoyment and provide a strong foundation for progress to further study. We aim to extend their range of mathematical skills and techniques, understand coherence and progression in mathematics, and how different areas of mathematics are connected. Additionally, we want to enable students to apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general.

    We intend to enable students to use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly. This includes the ability to reason logically and recognize incorrect reasoning, generalise mathematically, and construct mathematical proofs.

    Students should recognize when mathematics can be used to analyze and solve a problem in context, represent situations mathematically, and understand the relationship between problems in context and mathematical models that may be applied to solve them. We intend to help students draw diagrams and sketch graphs to explore mathematical situations and interpret solutions, make deductions and inferences, and draw conclusions using mathematical reasoning. They should interpret solutions and communicate their interpretation effectively in the context of the problem, read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding.

    Furthermore, students should read and comprehend articles concerning applications of mathematics and communicate their understanding, use technology such as calculators and computers effectively, and recognize when such use may be inappropriate. Lastly, we aim to help students take increasing responsibility for their own learning and the evaluation of their own mathematical development.

IMPLEMENTATION

  • How is the curriculum implemented?

    • Scheme of Work (SOW) strongly embedded within each key stage – The Curriculum Leader (CL) carries out quality assurance of the SOW and the curriculum to ensure coherence, a well-balanced and broad Maths education under a very coherent curriculum.
    • Collaboration in curriculum design is absolutely vital, involving Middle Leaders (ML), Curriculum Leaders (CL), Senior Leadership Team (SLT), and teachers.
    • At KS3, the Mathematics curriculum students are set in ability groups. There is one strand within the scheme of work providing a differentiated structure so that all levels of ability can access the new curriculum (with additional support and depth challenges built into the curriculum to support and challenge the students). This provides stretch for students of different abilities, preparing them for the rigors of the higher and foundation GCSE and beyond, while also preparing and supporting learners in building their confidence in using mathematical techniques, problem-solving, and reasoning. Assessments are conducted half-termly and termly to help students consolidate their knowledge and solve problems individually.
    • At KS4, the Mathematics curriculum students are set in ability groups. There are two tiers within the scheme of work providing a differentiated structure so that all levels of ability can access the new curriculum. This provides stretch for students of different abilities, preparing them for the rigors of the higher and foundation GCSE and beyond, while also preparing and supporting learners in building their confidence in using mathematical techniques, problem-solving, and reasoning. Assessments are conducted at the end of each unit of work and termly to help students consolidate their knowledge and solve problems individually.
    • At KS3, students use Sparx to encourage them to put the essential building blocks in place. Students are encouraged through a variety of in-school competitions to improve their ability to recall their times tables, thus aiming to remove one barrier students face when tackling more complex mathematical problems.
    • Sparx, set as IKE tasks, allows access to high-quality new specification resources and tools to help improve learning.
    • At KS5, the ATM website is used regularly to set more challenging problems in which the students can participate.
    • At KS5, the Senior Maths Challenge poses more difficult questions to stretch students’ learning.

IMPACT

By the end of KS3, students will be familiar with the key mathematical skills they need to be successful at GCSE and beyond. They will begin to solve problems using a variety of methods to find solutions and reason their answers. Students will develop a deeper understanding of the links between topics, seeing them not as individual entities but as interconnected concepts. This will be achieved by referring to previously taught topics throughout the year to recap and develop their understanding of the links in mathematical content. Through this process, and by being given the opportunity to reflect on their progress and review areas of weakness, students will become more skilled mathematicians able to identify areas they need to work on in KS4.

By the end of KS4, students will have achieved the aims and objectives of the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Mathematics. They will have developed fluent knowledge, skills, and understanding of mathematical methods and concepts; acquired, selected, and applied mathematical techniques to solve problems; reasoned mathematically, made deductions and inferences, and drawn conclusions. They will have mastered how to comprehend, interpret, and communicate mathematical information in a variety of forms appropriate to the information and context.

By the end of KS5, students should be able to use and apply standard techniques, select and correctly carry out routine procedures, and accurately recall facts, terminology, and definitions. They should be able to reason, interpret, and communicate mathematically, and solve problems within mathematics and in other contexts. Students will be able to progress from this qualification to a range of different, relevant academic or vocational higher education qualifications, employment in a relevant sector, or further training.

Trustworthy & Honourable

  • Taking responsibility for their own learning and developing good habits both in lessons and at home (IKE/ IKE Plus tasks) based on evidence.
  • Examples: Constant challenge in class and at home (IKE/ IKE Plus tasks) / Differentiation.

Positive and Resilient

  • Arriving at every lesson ready to learn and expecting to achieve.
  • Demonstrating the ability to continue when it becomes difficult.
  • Examples: A consistent approach to build students’ resilience through the use of AfL reflection sheets enabling students to review and reflect on their own performance following each assessment taken.

Competitive & Driven

  • Aiming to improve themselves in every area, each and every lesson.
  • Pushing themselves to go to the next step in their learning and being able to bridge any gaps in their learning.
  • Challenging themselves to be the best they can.
  • The drive to achieve excellence in everything that they do.
  • Examples:
  • UK Maths Challenge – entered at all levels / Sparx - IKE Tasks

Courteous & Compassionate

  • Understanding that different students learn in different ways and at times the structure of learning will change to accommodate this.
  • Helping each other to achieve in lessons and develop the skill needed to succeed.
  • Being able to learn from one another as part of a two-way process.
  • Manners and respect.
  • Examples:
  • Teacher/Student mutual respect / Peer assessment tasks build into each lesson

Aspirational & Self-Motivated

  • Wanting to be the best that they can be in each and every area of the subject.
  • Being prepared to try in every lesson and looking at how they can learn and develop from the experiences they have in the classroom.
  • Extra-Curricular experiences to support learning.
  • Examples:
  • UK Maths Challenge – entered at all levels / Sparx IKE tasks

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