If you stop and think for a few minutes, it becomes inescapably clear that mathematics is inseparable from life as we know it. It is our job as teachers, who already have an appreciation of the beauty and power of mathematics, to inspire a sense of enjoyment and curiosity about the subject in our students. We would like them to make rich connections across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems essential to everyday life such as in science, technology, engineering and above all, necessary for financial literacy and all forms of employment.
Throughout the Mastery KS3 curriculum in maths, the emphasis is on embedding a deep understanding of key concepts, and with the use of manipulatives, to inspire a sense of enjoyment and curiosity about the subject. The intention of this spiralled curriculum is to lay the foundations of knowledge needed for KS4 and helps students to discuss and make connections across topics at various stages.
In Years 10 and 11 students are assigned to a specific targeted pathway allowing them to focus on achievement and build on previous skills. Here students are again exposed to varied teaching methods with a larger emphasis on the application of skills and the interchangeability of mathematical concepts ensuring that across the five years all National Curriculum content is covered.
Throughout school, irrelevant of year group, we ensure that all lessons fall in line with our school ethos with the virtues being intrinsic to learning where we aim to embed perseverance, determination and resilience.
Using highly skilled modelling, staff endeavour to encourage students to apply mathematical thinking to real life contexts. Learning is often revisited during and at the ends of lesson through questioning, in which students are given the opportunity to reflect on their learning and critically analyse methods and misconceptions.
With the highest of standards set by teachers and the continued redevelopment of the curriculum, the expectation is that by the end of year 11 all students will be fluent in all aspects of basic numeracy, they will be appreciative of, but not overly reliant on modern technology and they will be financially literate. It is also key that students become able to reason mathematically and be competent in solving increasingly sophisticated problems essential to everyday life; those problems critical to science, technology, engineering and above all, necessary for further advancements in education and all forms of employment.
|KS3||Maths at Key Stage 3 follows the White Rose Maths scheme of learning which is designed to build on prior knowledge from primary school maths as well as laying the foundations for GCSE maths.|
Year 7 begins by introducing students to basic algebraic techniques followed by revisiting the number system. These fundamental skills act as the core building blocks for the remainder of year 7 as well as years 8 and 9. Over the course of the three years all five mathematical specifications are covered with students experiencing an array of units such as Pythagoras, Data Representation and Probability.
Assessments take place at the end of each term with year 7 also sitting a baseline test in their second week.
|KS4||The Key Stage 4 maths course aims to develop pupils’ mathematical skills in five main areas:|
· Probability and Statistics
The current GCSE format was first examined in 2017 and includes a higher proportion of questions that assess pupil’s ability to answer functional skills questions, as a result, problem solving is a key element in lessons at Key Stage 4 to ensure that pupils are prepared for this.
Pupils will have 3 assessment points throughout year 10. These assessments are undertaken to inform both the teachers and the students where students strengths lie and also where gaps may have started to arise. With this knowledge we can then work collaboratively with students and guardians and support where necessary.
In year 11 pupils are assessed twice, in November and March, prior to their final examinations in May and June.
There are two levels of GCSE; Higher (9 – 4) and Foundation (5 – 1): pupils will be entered for the level and exam board appropriate to their ability.
The final exams consist of 3 papers, one non calculator and 2 calculator papers.
|General||Resources to use at home:|
We encourage all students to use Hegarty Maths when at home (https://hegartymaths.com/). Here students can complete tasks tailored to their learning which are accompanied by videos to assist.
· Students can speak to their maths teacher and ask for any further assistance and work whenever they want it. This enthusiasm is encouraged and is always brilliant to see!