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Maths Department Website
List of TLR Holders and their responsibilities:
Brian Bibb - Head of Department,
Harriet Mullan - KS4 Coordinator
Vicky Warman - KS4 Coordinator
Faye Joyner - KS3 Coordinator
Department aims (Curriculum Impact):
Develop independent learners who are motivated and resilient in their approach to Maths who will achieve. Develop an enjoyment and curiosity for the subject. Continually develop staff professionally providing innovative, fresh and increasingly effective methods and approaches to the subject.
Approaches to teaching and learning:
- Delivering content to engage all students
- Thoughtful use of technology
- Making the content relevant, tangible and accessible
- Importance of timely feedback
- Reasoning and problem solving
Our aim is to deliver content effectively to students through engaging activities which are relevant and interesting to them, including the use of technology in our teaching. We endeavour to help our learners become fluent in a topic before they approach questions which require the use of mathematical reasoning and problem solving.
In KS3 we have recently adopted the strategy of students using their exercise books to help complete their end of topic assessments. The aim is for them to be as successful as possible in their topic test to develop their resilience and confidence as independent learners. This will also have the impact of having good revision resources for the end of term assessments. In KS4 the revision material mimics the end of unit assessments to help students see the direct link between revision and assessment success, motivating them to continue to develop their independent learner skills.
A typical lesson will involve a starter that will engage students as they enter the room and may draw on material from across the syllabus that has been previously covered or possibly even coming up. The big picture will be referred to and the material will be broken into manageable steps. Teachers use questioning to move students on. All activities are marked where possible which allows students to immediately see how they are progressing. Mini whiteboards are a regular part of most lessons which gives immediate feedback on students' understanding. The lesson will include fluency, reasoning and problem solving interspersed throughout. All students will be appropriately challenged and supported within the lessons.
Why the department has adopted this curriculum plan: (Curriculum Intent):
Our curriculum plan provides clear differentiation so that students of all abilities, particularly the most disadvantaged, are challenged to achieve and make progress.
Principles of sequencing learning in this subject (Curriculum Implementation):
The KS3 curriculum has been designed so students are building onto the knowledge learnt in KS2. We are taking the principles learnt and developing students’ thinking and understanding to a greater depth. Topics are revisited twice in the KS3 cycle which allows students the opportunity to solidify their understanding, having the time to become truly fluent in a topic and then build on their reasoning and problem solving skills.
The KS4 curriculum has been developed over four years since the new 9-1 GCSE was introduced. We aim to build upon concepts that students are fluent in from KS3 and introduce the type of question seen in GCSE papers. Students cannot fully access more difficult topics without being fluent in the basics, so our curriculum has become more personalised for students of differing ability as it has been developed.
All students have online access to both KS3 and GCSE textbooks.
The KS3 Curriculum is differentiated into 3 Schemes of Learning so that all students are being both supported and challenged. Each Scheme of Learning follows broadly the same topics.
The KS4 Curriculum is differentiated into 2 Schemes of Learning studying either the Foundation or HIgher curriculum. Students can achieve up to a grade 5 on the Foundation curriculum. We use the exam board Edexcel.
How students will receive feedback to enhance their knowledge and skills:
Along with the ongoing feedback that will occur in every lesson, the KS3 in class topic tests and GCSE Chapter test will be individually marked by teachers and whole class feedback given. Feedback is given on purple topic tests for KS3 and purple exam questions for KS4.
Equipment and Expectations of work:
The following is expected in every lesson: pen, pencil, ruler, eraser, calculator. Students will be prompted when geometry equipment is needed. We ask that students mark all work completed in class as the teacher goes through it. We ask that all drawing, graphs and diagrams are completed using a pencil and where appropriate a ruler.
Every student will be given individual passwords at the beginning of the year for the 3 following websites:
Extracurricular and enrichment:
- KS3 Maths Club for Year 7s ,8s, and 9s.
- Year 10 Maths Club
- Year 11 NTP Sessions
- Junior Maths Challenge
- Intermediate Maths Challenge
Spiritual, Moral, Social and Cultural opportunities:
Tessellations - Islamic art
Fractions - Flags of the world
Data handling - using data on world religions to plot graphs raises awareness of other religions, people from different social backgrounds and different cultures.
Character development and British Values opportunities:
Data handling - when appropriate, classes investigate data that reflects the diversity of British society.
Percentages - percentages of the British population who are certain ethnicities, income brackets, celebrating the diversity of the British population. Posters are displayed throughout the department promoting Career opportunities within maths.
|Learning Journey Maths||07th Apr 2022||Download|
|Maths Curriculum Information||07th Apr 2022||Download|