Maths

Our Aim:

To bring to students an appreciation of mathematics, and to equip them with the confidence, resilience, knowledge and skills to flourish in the real world.

Mr Hailwood – Studied Mathematics and Statistics at Lancaster University. Brought up in Lancashire he recalls skipping every other question, in Mathematic, set by his Primary School Teachers in order to keep pace with an abler pupil in the class. Moving onto Secondary School he now often tells pupils how the revision he set himself during the Christmas of Y11 was a major factor that allowed him to achieve above his target grade at GCSE.

Miss Brady – Maths has always been my favourite subject from Primary School where I would practice my times tables at speed, right through to A level.  I intially trained as a Primary Teacher but chose Maths a specialist subject and I would soon realise that this is where I wanted to develop my teaching career.  I moved into Secondary and my love of Maths returned as I worked with small groups and individuals who were just below the GCSE pass grade.  The best bit of teaching Maths is bursting the myth that Maths is always difficult – it’s not!  Most of the time it makes perfect sense and my favourite moments are when students figure this out for themselves.

Mr Williams – Mr Williams studied Physical Education and Mathematics at The University of Chester. He lived in Cwmbran, Wales where he developed his flair for Mathematics. He has taught Mathematics in four schools offering his expertise to a range of abilities but more than anything he enjoys creating a can do attitude in all his students. That is the buzz.

10 Reasons Why We Love Mathematics:

  1. It feels great when you get the answer right!
  2. It gets your brain working and challenged.
  3. You can be great at it without having to be loud or too energetic.
  4. Everybody can learn it — mathematics is a universal language.
  5. There is usually a right or wrong answer. So you can see where you have made a mistake easily.
  6. It helps you with making better financial decisions.
  7. It has loads of links with other subjects and aspects of life.
  8. It helps us solve lots of different real life problems.
  9. It can get really competitive.
  10. It changes the way you think about things.

Intent (curriculum content) taken from your curriculum intent document

  • Develop transferable problem solving skills.
  • Deal Constructively with Failure through Building Resilience.

Intentions underpinning delivery of the content – evidence across the scheme of work

  • ‘Every Day’ Use of Mathematics
  • Justify and Inform Decision Making
  • Develop Curiosity and Questioning
  • Develop the Skills needed to take Mathematics to a Higher Level
  • Comprehend Numerate Text and Information
  • Developing Mathematical Skills and Knowledge for the World of Work

Intentions to be delivered in specific topics.

  • Evaluate Risk – Probability
  • Understanding of Financial Mathematics – Percentages, Money and Best buys
  • Confidence with Numbers – Number Topics
  • Understanding of the History of Mathematical Progress – Fibonacci, Pythagoras, Fermat, Euclid, Euler, Middle Eastern Algebra, Clay Problems, Roman Numerals.
  • Critical Evaluation of Sources – Statistics
  • Support Learning in Other Subjects
  • Curiosity – Probability, Symmetry

Quotes to get you thinking…

Numbers and the Number System – “We all have special numbers in our lives, and 4 is that for me. It’s the day I was born. My mother’s birthday and a lot of my friends’ birthdays, are on the fourth; April 4th is my wedding date.” – Beyonce Knowles.

Calculating – “The results of philanthropy are always beyond calculation.” – Mary Ritter Beard.

Algebra – “What if our Mathematics teachers are really pirates and they are using us to find the ‘x’.” –  Anonymous.

Shape, Space, and Measure – “The way you measure it is more important than what you measure.” – Art Gust.

Handling Data – “If you torture the data long enough, it will confess.” – Ronald Coase.

Using and Applying Mathematics – “I advise my students to listen carefully the moment they decide to take no more mathematics courses. They might be able to hear the sounds of closing doors.” – James Caballero.

Key content the students should know at the end of KS3

Y7 Topic List Lessons Year 8 Topic List

 

Lessons Year 9 Topic List

 

Lessons
Whole, Numbers and Decimals 8 Whole, Numbers and Decimals 8 Whole, Numbers and Decimals 6
Measures, Perimeter and Area 9 Measures, Perimeter and Area 7 Measures and Area 6
Expression and Formulae 7 Expression and Formulae 9 Expression and Formulae 8
Fractions Decimals and Percentages 9 Fractions Decimals and Percentages 7 Fractions Decimals and Percentages 8
Angles and 2D Shapes 8 Angles and 2D Shapes 7 Angles and 2D Shapes 5
Graphs 5 Graphs 7 Graphs 10
Adding and Subtracting 7 Mental Calculations 6 Decimal Calculations 6
Statistics 11 Statistics 10 Statistics 11
Transformations and Symmetry 7 Transformations and Symmetry 6 Transformations and Scale 7
Equations 6 Equations 5 Equations 7
Factors and Multiples 6 Written and Calculator Methods 7 Powers and Roots 5
Constructions and 3D Shapes 8 Constructions 7 Constructions and Pythagoras 6
Sequences 5 Sequences 4 Sequences 5
Multiplying and Dividing 5 3D Shapes 5 3D Shapes and Trigonometry 6
Ratio and Proportion 5 Ratio and Proportion 7 Ratio and Proportion 7
Probability 6 Probability 7 Probability 7
Everyday Maths 6 Everyday Maths 6

 

These topics set the groundwork for GCSE but also prepare students for everyday life and the world of work. They develop reasoning and problem solving skills.

For full information and understanding of the GCSE curriculum please visit the EDEXCEL website:

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

Implementation

Students have 4 lessons of maths a week. This is sufficient time to deliver the concepts and reach the depths required without overloading individuals.

The change to the maths GCSE curriculum from 2017 has introduced topics brought down from the A level syllabus and increased the amount of problem solving required. This has informed teaching across the year groups. GCSE notation is used from the outset so that it is familiar to them when they are introduced to GCSE questions at KS4. Problems need to be presented in a wide variety of ways using a range of vocabulary. The department is building up a bank of problem solving resources aimed at addressing this requirement.

Lessons are sequenced to facilitate progress with opportunities built in for revisiting and consolidation (starters/plenaries/quizzes/homework and holistic assessment). Key topics that form the foundation for all other learning are frequently checked and monitored. These areas are revisited at timely intervals to enable progression to be made. For example, multiplication and division by powers of ten and the laws of indices will be revisited before the delivery of standard form as they are necessary for the understanding of the calculations needed in this topic.

Over time the curriculum frequently links back to previous learning then takes further steps to allow deeper connections to be made.

As part of lessons various strategies are used to promote our intentions:

    • Students
      • Think and wait for inspiration
      • Every journey starts with single step
      • Trial and improvement
      • Write whatever works
      • Simplify the questions (think of similar one)
      • IDEAL – Identify, Define, Explore, Action, Look back
      • Draw everything you know on the diagram.
      • AQA/EDEXCEL problem solving strategies
    • Teacher
      • Example-problem pairs.
      • Incorrect worked examples.
      • Pictorial representation (“if it’s tricky, draw a piccy”)
      • Teachers models student strategies when problem solving
    • Pedagogical strategies
      • Think pair share
      • MWB
      • Collecting 10 answers
      • No hands up
      • Ask 3 before me.

 

    • Growth Mind-set language in the classroom
      • Celebrate being stuck
      • Power of “yet”
      • “Let me help you with that”
      • “Let’s sort this together”
      • Culture of overcoming

Impact

Assessments in KS3 are focused on a few key areas:

My review completed as either a key homework task at the end of each topic or as part of an in class end of topic review. These reviews are reflected on by the teacher and students alongside Developing, Securing and Extending descriptors. The ‘best fit’ descriptor is then taken for each student and recorded in their books.

My Assessment are completed approximately every 4 topics. Teacher provide full written feedback to students and their performance is recorded.

Assessment in KS4 are focused on a few key areas:

AQA mini assessments are completed alongside topics with written feedback provided. Grade boundaries for these assessments are taken from the most up to date national grade boundaries.

3 Full GCSE Mock exams taken in Year 10 half term 5, Year 11 half term 2 and Year 11 half term 4.

Link to GCSE specification(s)

There are 3 exams at the end of Year 11. Each 1 hour 30 minutes. Paper 1 is Non-Calculator while Paper 2 and 3 are both Calculator Papers.

Exam Information:

Exam Title: Mathematics A – Linear (1MA1) Exam Type: GCSE Exam Board: EDEXCEL