Maths & Further Maths
The intent of the Mathematics Curriculum
Our curriculum is compatible with the NCETM Teaching for Mastery approach and replaces ‘surface skimming’ short-term coverage in favour of developing deep, connected understanding of key ideas. The intent is to form a secure foundation for future learning and make more efficient use of teaching and learning time.
The intent of the Maths Curriculum, therefore, is to:
- Present an environment where all students can learn Maths to the best of their ability and where all students' needs are addressed positively and sensitively.
- Offer a variety of approaches to teaching and learning to engage and motivate students, encouraging their active participation in Maths.
- Provide students with techniques so that they can investigate and solve problems in school Maths and other curricular areas.
- Develop and extend a student's ability to express themselves clearly; to reason logically and to be able to generalise.
- Build a student's confidence in their own ability and develop mathematical skills for their usefulness and applicability in the real world.
- Develop mathematical knowledge and oral, written, and practical skill that encourages confidence and enjoyment.
- Set realistic yet challenging targets, with high expectations for all students.
How is the Mathematics Curriculum implemented?
Year 7 learning is built upon the mathematical foundations established in Key Stage 2, while some later study in Key Stage 3 is also underpinned by mathematical concepts encountered earlier in the key stage. A fundamental principle of teaching mathematics effectively is that key ideas need to be understood deeply before moving on. Our curriculum does not encourage teachers to move on to the next topic too quickly, before key ideas are deeply understood, as we do not want the learning to be superficial.
Students will be taught to:-
- Develop fluency
- Reason mathematically
- Solve problems
The Mathematics content is split into 6 main areas:-
- Ratio, proportion, and rates of change
- Geometry and measures
Lessons will be focused upon a topic to ensure they have mastered the key skills required. Also, various opportunities will arise to apply the key skills to problem-solving questions. Throughout the 3 years, topics will be revisited and revised to ensure students consolidate their knowledge.
The impact of the Mathematics Curriculum at the end of Key Stage 3
There will be formal Mathematics assessments each term, allowing students to have greater understanding of the way their examinations will be marked, and the variation of questions asked. This will also provide students with additional feedback from their teacher ,which clearly shows topic areas they are secure in and ones which they could progress further in.
The Key Stage 3 Mathematics curriculum ensures that students are prepared for the content and skills required in Year 10 and 11. The curriculum also aims to provide students with the ability to logically solve problems, preparing them for the world of work and everyday life.
How is it assessed?
In all years students are placed in sets. Every term students complete a formal assessment, which is levelled to show the progress of students.
How can I help my child?
In KS3, we use an online homework platform and parental support and help is very important. We strongly encourage parents to communicate with us as often as possible.
Maths is an integral part of so many jobs and the opportunity to discuss this with students is taken at every possible stage. We build on cross curricular links to help students see the importance, and the impact, Maths has on a wide variety of careers, many of which may not initially seem to be related to our subject. Youngsters might also consider the following careers:
- Software developer and computer programmer.
- Research scientist.
Mathematics at GCSE continues and adds to the work of KS3. The five main themes of the course are number (confident calculations with or without a calculator), algebra, shapes (areas, volumes, measurements etc.), ratio with proportion and statistics (including probability).
For pupils in Year 11 following the 1 to 9 course there are two levels of entry; higher level entry with grades 4 to 9 available and foundation level giving grades 1 to 5. Tiered entries will be based upon classes but changes are considered on an individual basis. Pupils in the higher classes may also have the opportunity to take additional mathematical courses, such as GCSE Statistics, an excellent preparation for KS5 Mathematics.
Teaching group organisation
Based on their work and teachers' assessments in KS3 pupils will be allocated sets in year 10. Sets will either be working towards the higher or foundation tier of entry. Pupils in Years 10 will have 3 hours teaching time a week and four hours in Year 11.
Assessment will occur on a regular basis in lessons as students attempt the tasks set. There will, however, be more formal assessments throughout the school year. Pupils will sit a formal baseline test at the beginning of Year 10 and an end of year mock exam and then further mock examinations in Year 11 to prepare them for the real thing.
One piece of homework will normally be set each week and this is expected to last about 35 minutes. It is expected that pupils in Year 11 are also continuously undertaking independent revision as well as set homework.
The Mathematics department offers various revision guides and workbooks to assist with all the KS4 courses; it is strongly recommended that all pupils have access to at least one of these. There are also multiple opportunities for students to revise during school hours by attending revision sessions or asking to see their maths teacher at breaks and lunchtimes. A letter will come home during the first term concerning this.