Head of Mathematics: Mrs Rowe

## Our vision

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful. Mathematics contributes to the school curriculum by developing students’ abilities to:

• Calculate

• Reason logically, algebraically and geometrically

• Think creatively to solve problems

• Handle data

• Make decisions

• Form links between other subjects such as Science, Geography, Technology and Music

Mathematical thinking is important for all members of a modern society as a habit of mind for its use in the workplace, business and finance; and for personal decision-making. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the world.

## Results

Year 2016 2017 2018 2019

A*-C Mathematics 80% 81% 68% 77%

National figure 63% 61% 60% 60%

## Meeting the needs of individual pupils

Pupils are banded into half year groups and then set within their band.

Pupils work at similar pace and staff provide enrichment activities to deepen understanding and extension materials accelerate progression, where appropriate.

Learning objectives and home learning are heavily differentiated according to target grades for each class, and finer differentiation is used in class to ensure a balance between consolidation and challenge for each pupil.

Teaching assistants are deployed according to individual needs.

Small group intervention sessions are used to support pupils who are struggling to make expected progress; these are run by specialist mathematics teachers, and sessions are personalised and tailored to meet the exact needs of the individuals in the group.

In Year 9 we begin KS4 in January, and insert an additional set in September of Year 9 to reduce class sizes and ready pupils for the start of their GCSE course.

In KS4 pupil study 17 units of work, learning objectives are given at the start of each unit, so pupils can see the learning journey for the topic. Pupils sit a pre-learning assessment to guage the depth of their prior understanding of the topics to be studied so teachers can personalise learning by beginning each child’s learning journey for that topic at the correct point. Post-learning assessments track pupil progress on each learning objective and these results are fed back to pupils so they can reflect on their achievements, and find areas to further develop.

We encourage all our pupils to take ownership of their learning and support them to do so. We subscribe to an e-Revision resource, MathsWatch, which we utilise all the way through KS4. It is a collection of hundreds of ‘how to…’ videos explaining each topic that is examined in the GCSE mathematics course. Each set of learning objectives provided at the start of a topic has its MathsWatch clip number stated so if a pupil is absent, struggling with a learning objective or revising they can log on and watch the video, try some questions and even print a worksheet for further practice.

Study support is available to all Year 11 pupils each Tuesday 3.05-4.05pm, for general revision and support.

## Assessments

Key Stage 3

• Pre-learning & post-learning assessments for each unit of study.

• Assessments are given after each unit of work per half term.

• End of year assessments: students complete 3 papers each 1 hour long. They consist of a non-calculator paper and 2 calculator papers.

Key Stage 4

• Pre-learning & post-learning assessments for each unit of study.

• End of Year 9 Assessment (summer term): GCSE Examination papers (3 x 1.5hr exams)

• Year 10 Mock Examination (spring term): GCSE Examination papers (3 x 1.5hr exams)

• Year 11 Mock Examination (autumn term): GCSE Examination papers (3 x 1.5hr exams)

**Further detail.**

In Year 7 we follow the White Rose Mastery scheme, and these children will continue on it as they progress into year 8. More details are available at:

https://whiterosemaths.com/wp-content/uploads/2019/SoLs/Secondary/Five-Year-Overview-2019-20-2.pdf

For our current year 8 from September 2019 to September 2020 the Scheme of Work includes:

Autumn 1

'To Be Able To' identify factors of numbers.

TBAT identify multiples of numbers.

TBAT recognise prime numbers.

TBAT write a number as product of prime factors.

TBAT calculate HCF and LCM.

TBAT identify square numbers.

TBAT identify cube numbers.

TBAT add and subtract fractions.

TBAT multiply and divide fractions.

TBAT convert between mixed numbers and improper fractions.

TBAT add and subtract mixed numbers.

TBAT multiply and divide mixed numbers.

TBAT calculate areas of rectangles.

TBAT calculate areas of triangles.

TBAT calculate areas of parallelograms.

TBAT calculate the area of a trapezium.

TBAT calculate perimeters of shapes.

TBAT add and subtract negative numbers.

TBAT multiply and divide negative numbers.

TBAT use the order of operations for calcs.

TBAT use a calculator.

Autumn 2

TBAT add and subtract decimals.

TBAT multiply decimals.

TBAT divide decimals.

TBAT round to a given number of decimal places.

TBAT round to a given number of significant figures.

TBAT calculate using estimates.

TBAT calculate angles on straight lines.

TBAT identify vertically opposite angles.

TBAT calculate angles about a point.

TBAT calculate angles in triangles.

TBAT calculate angles in special triangles.

TBAT calculate angles in quadrilaterals.

TBAT calculate angles in parallel lines.

TBAT generate algebraic expressions.

TBAT simplify expressions

TBAT find the circumference of a circle .

TBAT find the area of a circle.

TBAT calculate the perimeter of simple sectors.

TBAT calculate the area of simple sectors.

TBAT calculate the perimeter and area of compound shapes involving circles.

Spring 1

TBAT reflect shapes.

TBAT describe reflections using equations of lines.

TBAT rotate shapes.

TBAT describe rotations.

TBAT enlarge a shape.

TBAT enlarge a shape from a centre

TBAT describe enlargements.

TBAT calculate averages and range.

TBAT calculate averages from tables.

TBAT compare sets of data.

TBAT substitute values into a formula.

TBAT substitute values into expressions.

TBAT construct triangles with a protractor and a ruler.

TBAT construct a triangle with a compass and a ruler.

Spring 2

TBAT draw a bearing.

TBAT measure a bearing.

TBAT draw a scatter graph.

TBAT interpret a scatter graph.

TBAT draw and interpret a bar chart.

TBAT draw a pie chart.

TBAT interpret a pie chart.

TBAT convert between fractions, decimals and percentages.

TBAT convert fractions into recurring decimals.

TBAT calculate percentages of amounts.

TBAT calculate percentage increase and decrease.

TBAT calculate compound percentage changes.

TBAT expand brackets.

TBAT expand double brackets and simplify the answer.

Summer 1

TBAT generate sequences.

TBAT find a specific term in a sequence.

TBAT find nth terms.

TBAT calculate side lengths of right-angles triangles using Pythagoras.

TBAT calculate lengths within other shapes using Pythagoras.

TBAT solve problems using Pythagoras.

TBAT draw straight line graphs.

TBAT find the equation of a line given some coordinates.

TBAT calculate the equation of a line when given a diagram.

TBAT simplify ratios.

TBAT share quantities in a given ratio.

TBAT solve problems using ratios

TBAT solve problems using map scales.

Summer 2

TBAT solve equations.

TBAT solve equations where the unknown is on both sides of the equals sign.

TBAT solve equations involving fractions.

TBAT solve equations involving brackets.

TBAT generate equations from written problems.

TBAT solve problems involving equations.

TBAT calculate the volume of cubes and cuboids.

TBAT calculate the side lengths of cubes and cuboids when given the volume.

TBAT calculate the volume of triangular prisms.

TBAT calculate volume of a cylinder.

TBAT calculate the volumes of prisms made from cuboids.

TBAT solve problems involving volume..

TBAT calculate simple probabilities.

TBAT calculate expected frequency.

TBAT list combinations for an event.

We begin studying towards the GCSE at Year 9 and details of course content can be found in the AQA specification.

https://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300/specification-at-a-glance

Currently we have 16 Units of work, designed so that related topics are taught together to develop conceptual understanding and make explicit links between the different areas of Mathematics.