Teaching in Maths is enthusiastic, knowledgeable and focused clearly on developing pupils’ understanding of important concepts. Pupils encounter a variety of learning opportunities with an emphasis on developing mathematical independence through rich tasks, mathematical discussion and use of appropriate technology. Functional skills activities help prepare students for maths beyond the classroom.
There are six areas of learning:
- Ratio, Proportion and Rates of Change
Find out about each Key Stage in Mathematics:
Our objective is to prepare all of our pupils for life in modern Britain by ensuring they are able to:
- consolidate their numerical and mathematical capability from Key Stage 2 and further extend their understanding of the number system, along with other mathematical concepts
- become fluent in the fundamentals of mathematics, developing conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, developing an argument, justification or proof using mathematical language
- solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps.
Examples used within our ‘stages’ as vehicles for teaching key concepts and skills will regularly draw on issues relevant to life in Britain today and beyond, including current affairs, topical news items, government polls and geographical data.
The Maths faculty follow ‘Kangaroo Maths’ schemes of learning from Years 7-11 which follow the new National Curriculum in KS3 (and KS4). Maths teachers create their own resources as this enables them to tailor tasks more closely to the needs of the learners in their classes as well as using resources from ‘Nrich’, ‘Bowland Maths’ and ‘Just Maths’ to extend their problem solving skills.
In Mathematics pupils follow a ‘spiral’ curriculum. This enables them to revisit, practise, build on and extend their knowledge and understanding of key concepts and skills and gain confidence. This is complemented by our commitment to ensuring all pupils have a secure knowledge of the basic tools in Maths, including their times tables which are displayed in the faculty and routinely tested in our ‘99 Club’.
Pupils work on one of six possible stages across Key Stage 3 and 4, appropriate to their levels of ability. This ensures that they are able to make or exceed expected progress. Each stage consolidates prior learning and extends Mathematical fluency and reasoning through regular problem solving resulting in deeper learning. The KS3 content is set out in more detail in the PDF below.
All pupils in Key Stage 4 are studying the new 9-1 GCSE Mathematics course set by Edexcel. This is a two year course with three examination papers sat in the summer of Year 11, two of which are calculator papers and the other is a non-calculator paper and grades 1 to 9 are available. The exams cover different areas including: Statistics and Probability, Number, Algebra, Ratio, Proportion and Rates of Change, Geometry and Measures.
In addition, more able pupils will be offered the opportunity to complete the Statistics GCSE qualification after school, also provided by Edexcel, to be sat at the end of Year 10. This includes one piece of coursework and one written examination of 2 hours. The assessment is divided in the ratio 25:75 between coursework and written examination and grades D to A* are available.
Further to the above, a select group of pupils will also be invited to work towards the FSMQ Further Maths qualification provided by OCR in Year 11. This requires a firm commitment to attend extra lessons after school and is suitable for able mathematicians who intend to further their study of mathematics post 16. The assessment consists of one written examination of 2 hours and grades E to A are available.
Useful Links and Revision Pointers:
It is really important that pupils constantly revise their maths learning from their lessons. This will help them recall the information that they need in their exams at the end of the course. The earlier that they start revising the better prepared they will be: they should read through their notes from lessons and ensure that they fully understand the mathematical concepts covered. If they don’t understand then they should ask their teacher for some help!
Below are some different websites that we would recommend pupils use to help support their mathematical understanding: