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DEPARTMENT CONTEXT

STAFF CODE

NAME

RESPONSIBILITIES

KIN Natalie King Director of Learning for Maths
BOA Anil Bouri Maths Teacher
RET Tony Regan Maths Teacher and Head of Business
PAL Lauren Page Lead Teacher for Computing
HUT Tash Hurtado Teacher of Maths (and Headteacher)
LES Sarah Leonard Teacher of Maths (and Director of Learning for Physical Education)

Facilities:

Maths

  • Four dedicated teaching rooms all equipped with interactive whiteboards.
  • A range of textbooks for all Year groups.
  • Access to ICT rooms.
  • Maths stock cupboard

Computing

One dedicated teaching room

Business

One dedicated teaching room

         CURRICULUM PLANS 

MATHS

Years 7 and 8(Key Stage 3)

 

 

The KS3 curriculum has been created to provide a secure and wide ranging base from which students can make a confident transition to the KS4 course in Year 9. Learning opportunities allow students to develop problem solving and analytical skill sets whilst also allowing them to explore the wider context of Mathematical processes and links between curriculum areas and possible career pathways. The aim is to build up prior knowledge for the GCSE content with a mastery and explorative approach.

The scheme of Learning is based around developing the skills necessary for them to take on the framework required for the New GCSE syllabus in Year 9 onwards. The SOL is designed to develop mastery within the following modules: Number, Algebra, Ratio and Proportion, Geometry and Statistics and computing and IT within Mathematics

Year 7 groups will be taught in mixed ability groups.

Year 8 groups will be taught in mixed ability groups.

Homework is set weekly via bespoke homework booklets. We are incorporating a ‘Homework’ lesson this year for all groups. This will run biweekly alongside assessments and will be a feedback and development lesson on the work set for homework. This will ensure 100% completion of all homework and will ensure that support and/or extension for each homework task is provided for every student.

Students are set an assessment question weekly to ascertain their progress and to ensure high quality and consistent teaching and learning. This is generally just a starter question or a plenary based on an exam question.

There is a numeracy assessment every two weeks to reinforce basic numeracy. This includes an emphasis on proficient use of basic arithmetic. Students are expected to be confident in working with decimals, fractions and percentages without the use of calculators. This progresses with difficulty throughout each year to provide depth and challenge and may lead to more topic based assessments as numeracy mastery progresses.

There is a module assessment at the end of each half term which supports preparation for linear examinations. This is a holistic assessment rather than topic based. Class teaching staff assess these and feedback to a nominated staff member for each year group. Assessments are formulated using AQA topic tests and cumulate topics over the years. These are one hour long assessments.

Intervention is offered on an invitation basis and is data driven via the above assessment cycle. This is monitored and overseen by the nominated member of staff for each year group. This will provide early intervention where there may be gaps on knowledge and/or misconceptions.

The curriculum follows in-depth learning of Number, followed by Algebra, Ratio and Proportion, Probability and Statistics, in line with the prior learning required for the new GCSE syllabus. This is designed so that the Year 8 SOL builds upon prior learning from Year 7. The design of the SOL allows staff to extend upwards or downwards to extend HAPs or to provide support for LAPs, as required. Extension of topics and challenge questions lead to good progress for our HAPs whilst scaffolding of problems support our LAPs. The Year7 and Year 8 curriculum has a strong emphasis on problem solving and each module includes an exploratory problem solving task for students. These are designed to instil the problem solving skills required in the new rigour of the new style GCSE examinations. Each class will undertake a computing lesson each week to support and extend their knowledge of the wide ranging use of Mathematics. Lessons will include work on: binary code, algorithms, coding, data analysis and representation, statistics and future career pathways. There will also be enrichment and career opportunities that feature within this part of the SOL. This will be led by our lead teacher for computing.

Targets and assessments focus on Skills within the AO1 – AO3 of the new GCSE Syllabus, with students updating their assessment trackers within their assessment folders. RPR is scheduled for every bookmark, with a key comment and target question set for each student. This is encouraged to occur once a week. STAR is scheduled for every numeracy assessment and module assessment. This leads to the following breakdown:

                      RPR – 6 times a term

                      STAR – 3 times a term

This is as a minimum.

KS3 Computing:

The KS3 curriculum has been designed to teach pupils the principles of computational thinking, the ability to use information technology creatively, and digital literacy.

The scheme of learning is based around developing necessary knowledge needed to go on and study the subject further, there is a large focus on problem solving and providing pupils with the digital competence required in the modern work place. The SOL across both year groups includes the following topics: Networks, Hardware & Software, Systems Architecture, Systems Security, Boolean Logic, Algorithms, Programming, and e-Safety. Pupils will also complete a creative project that requires them to collect and analyse data and create software meeting the ends of a target user. Year 8 SOL builds upon prior learning from Year 7 as well as highlighting future career paths in the computing industry, such as: Network Manager, Software Engineer, Business Analyst, Ethical Hacker, Information Security Expert, and many more. The KS3 curriculum has an overall aim of sparking a passion for technology, and recruiting pupils to study the subject for GCSE.

Both year 7 and 8 are taught in mixed ability groups.

Homework is set once a fortnight and ranges in activity type. Homework is built upon in lessons, allowing content to be explored in more depth with teacher input and peer support.

Pupils are assessed after the completion of each topic, this takes place at the end of each half term. At the end of each term pupils are assessed on all topics covered previously. This supports pupil development across all subject matter and begins to prepare them for examination.

Business: is not part of our KS3 curriculum offer.

Year 9, 10 and 11 (Key Stage 4)

 

 

 

Maths:

The design and delivering of the KS4 SOL allows for each student to aim to achieve above target grade. Support, guidance and intervention is bespoke and data driven.

Students follow a SOL based around the framework required for the New GCSE syllabus. The exam board followed is EDEXCEL (1MA1) for Higher Tier students and AQA (8300) for Foundation Tier Students.

The Year 9 and 10 SOLs are built upon the foundations and skills acquired from the KS3 SOL, with the aim of completion by the end of Year 10. Year 10 students sit mock exams at the end of Year 10, which enable us to group students effectively in Year 11 and design individual SOL for each Year 11 class.

Year 11 SOL are bespoke and fit each group. Students are given a breakdown on areas they need to revise/relearn/focus on. Areas for development are built into the SOL and opportunities for support and guidance are highly effective at this stage.

Intervention is data driven and invite only to ensure that students do not miss areas that they need to develop and that they acquire the appropriate level of support.

Year 11 complete exam style assessments every two weeks which highlight these areas for development and allow lessons to be individualised for each student. 

All groups at KS4 are set according to target data and current attainment from GCSE mock exams in Year 10.

Students are given an assessment questions weekly to ascertain their progress and to ensure high quality and consistent teaching and learning. These are in line with the group and the student’s targets and current working grade.

Years 9 and 10 do an exam style assessment every two weeks, these increase in difficulty and content as the year progresses. There is an exam style assessment every six weeks which will provide data in line with the exam. This is monitored by one staff member and used to inform intervention needs, with students being asked to attend intervention to improve areas requiring further development.

DOL to monitor progress and interventions of Years 9 and 10 and 11.

Assessments are corrected and resat by all students to ensure progress by consolidating skill acquisition. Data is used to inform future teaching, this is particularly pertinent for Year 11 groups – where bespoke learning is taking place. This is based on target grades for all groups. Set 1 are working towards Higher, inclusive of Grades 6 to 9, Set 2 are Higher working towards Grades 4-6. Set 3 is a foundation set working on Grades 2, 3 and 4.

Homework is set weekly for Year 9 and twice weekly for Year 10 and 11. We are incorporating a ‘Homework’ lesson this year for all groups. This will run biweekly alongside assessments and will be a feedback and development lesson on the work set for homework. This will ensure 100% completion of all homework and will ensure that support and/or extension for each homework task is provided for every student. Year 10 and 11 homework is more bespoke and will focus on particular areas for development for each student.

Year 11 will complete a GCSE style exam every two weeks which will be assessed and feedback given, leading to bespoke intervention for students who require it. Intervention for year 11 to be informed and led by this data and monitored by DOL. Intervention will take place after school bi-weekly by invitation. Students may also be invited into tutor time sessions, these may additionally be supported by a Sixth Form Maths student.

Targets and assessments focus on Skills within the AO1 – AO3 of the new GCSE Syllabus, with students updating their tracker boards and staff updating the students’ assessment books/folders. All data is kept centrally by the department to allow for efficient monitoring and intervention.

RPR is scheduled for every bookmark, with a key comment and target question set for each student. This is encouraged to occur once a week. STAR is scheduled for every numeracy assessment and module assessment. This leads to the following breakdown:

                      RPR – 6 times a term

                      STAR – 3 times a term

This is as a minimum.

KS4 Computing: Years 9-11 follow OCR GCSE Computing (QAN 601/8355/X)

The KS4 curriculum has been designed to teach pupils the principles of computational thinking, the ability to use information technology creatively, and digital literacy.

The scheme of learning is based around developing necessary knowledge needed to successfully complete examination and go on and study the subject further at KS5.  The SOL is broken down to focus on the two different examination papers: Computer Systems and Computational Thinking, Algorithms & Programming. Computer systems includes the following topics: Systems Architecture, Memory & Storage, Topologies/Layers/Protocols, Wired & Wireless Networks, Systems Security, Systems Software, and Legal/Cultural/Ethical/Environmental Issues. Computational Thinking, Algorithms & Programming covers: Algorithms, Programming, Computational Logic, and Data Representation. Pupils are required to complete a Programming Project to put all of the skills learnt into practice.

All KS4 year groups are taught in mixed ability groups.

Homework is set once a week and ranges in activity type. Homework is built upon in lessons, allowing content to be explored in more depth with teacher input and peer support.

Pupils are assessed throughout the term using exam style questions at any point in a lesson, ensuring high quality teaching and learning with an exam focus weekly. Pupils are formally assessed after the completion of each topic, this takes place at the end of each half term. At the end of each term pupils are assessed using exam papers. Giving a clear indication of where the pupil has gaps missing in their knowledge.

Written feedback is provided 6 times a half term. This is a combination of targeted questions in books, and on assessments. Pupils will use RPR after each piece of written feedback.

iMedia: Year 11 - Cambridge National Certificate in Creative iMedia  (QAN 600/7043/2) The course comprises three projects using Photoshop to create a combined graphic, creating a game design concept and using Dreamweaver to create a website.  By completing the project work students are taught pre-production skills and project management techniques, each project follows the project life cycle model of analysis, design, implementation and evaluation.  25% of the course is an exam based on pre-production skills. Each project is worth 25% of the overall qualification.

Homework is bespoke as per the needs of the group and/or student.

Intervention and support is available weekly to develop skill level and understanding.

Business Studies:

Years 9-11 follow Edexcel GCSE Business Studies QAN: 603/0121/1. The course is assessed by two exams at the end of Year 11.

Year 9, students study Theme 1 - ‘Investigating Small Business’ and look at what makes someone a successful business person.

Year 10, after completion of theme 1 after the first half term, students focus on Theme 2 ‘Building a Business’ which is completed in year 11.

‘Building a Business’ is where the students learn the systems, models and theories which govern successful businesses. 

External assessments of both Theme 1 (Paper 1: 1BS0/01) and Theme 2 (Paper 2: 1BSO/02) are equally weighted worth 50% each.

All students have a CGP revision guide to support them in lessons, particularly with the acquisition and normal use of subject specific vocabulary. In addition each student will use their CGP workbook in class. This will develop their familiarity with completion of both short and long answer questions. It also has guidance available to them on exam technique and of particularly importance, command words, to foster independent skill based improvement in progress.

Internal assessments are given at the end of each unit within theme 1 and 2, these are from Tutortu. In addition all years have an end of year assessment based on GCSE papers commensurate with their progress through the syllabus.

Homework is bespoke as per the needs of the group and/or student. All students are registered on Seneca and assignments are created to guide their acquisition of knowledge.

Students maintain a folder of their assessments over time so that they are aware of their progress and any gaps that need to be addressed. Their progress is also tracked departmentally and this is shared with the DoL and with parents with a view to improving progress through collaborative input with students.

Intervention and support is available weekly to develop skill level and understanding, where a student’s progress is of concern they are specifically invited to attend for additional support.

Key transferable skills gained through studying Business Studies include; team work, problem solving, organisation, numeracy, communication, literacy, customer service and financial planning.

Studying Business Studies provides knowledge of business and business processes can be useful in many different jobs including roles within the, accountancy, banking and finance, retail sales and customer services. It will also be useful if you are thinking about setting up your own business or being self-employed in the future.

 

Year 12 and 13 (Key Stage 5)

Maths:

Students in Year 13 will continue to follow the new Edexcel A Level course with linear exams at the end of Year 13. 

Students in Year 12 will follow the new Edexcel A Level course with linear exams at the end of Year 13. 

Assessments will follow each teaching section and will be in line with the exam.

Students will be expected to attend weekly consolidation sessions where they can practise their skills and complete homework alongside this. This will be led by the lead teacher for Year 12/13 KIN.

Business: AQA A Level Business (7132). Students learn a range of topics to prepare for unit 1 ‘What is Business’. Further to this they learn to analyse data within Business for the second unit of study. Finally, students explore case studies requiring analysis. All examinations take place in Year 13 and are equally weighted.

Paper 1: Multiple-choice questions, short answer and two essays. (33.3%)

Paper 2: Three compulsory data response questions. (33.3%)

Paper 3: One compulsory case study consisting of six questions. (33.3%)

Homework is exam focused and support is available once a week as an after school session and during lunchtimes.

The skills based given in the GCSE section is further consolidated at A level and career progression will be the same but with entry at a higher level, it also provides a good start point for studying relevant courses at university.

Currently working with another school to determine whether to change to Edexcel as a more accessible option for assessment of our school cohort.

EXTRA-CURRICULAR PROVISION

Maths:

Year 11: Two weekly cycle sessions prompted by assessments. Students who need intervention following data analysis will be invited to sessions. This will be led by each Year 11 teacher.

Year 7,8,9,10: To be taken by the designated member of staff every week to offer intervention to those underachieving following data analysis.

A Level: Weekly consolidation lesson KIN.

A Level students – All A Level students tutor as part of their A Level Programme. This supports lower school and will be data driven to assess the need and progress required. This may occur during Tutor time.

Interventions will be monitored by DOL – impact measured and actions put in place to resolve issues.

Maths and computing trip: Bletchley Park

Maths Enrichment: Financial Advisor visit, Natwest Day, Investment Banking?

ICT and iMedia:

KS3:

Intervention is offered on an invitation only basis and is data driven via the above assessment cycle. Intervention is bespoke to the individual pupil and will be scheduled at a relevant time for both the teacher and pupil. This ensures good attendance to the intervention and personalised help to meet pupil needs.

There are a number of enrichment opportunities on offer to the whole school. This includes Coding Club at lunch time whereby all pupils are invited to learn programming skills and release their creativity in response to solving problems. A school trip to Bletchley Park will be on offer where pupils can be inspired by the great work carried out by Alan Turing during WW2, and the birth of Modern Computing. Other enrichment opportunities include career talks from professionals working in the Computing industry allowing pupils to uncover what careers are available.

KS4:

Intervention is offered on an invitation only basis and is data driven via the above assessment cycle. Intervention is bespoke to the individual pupil and will be scheduled at a relevant time for both the teacher and pupil. This ensures good attendance to the intervention and personalised help to meet pupil needs.

Year 11 bespoke targeted intervention available at significant points within the year – prior to mock exams.

There are a number of enrichment opportunities on offer to the whole school. This includes Coding Club at lunch time whereby all pupils are invited to learn programming skills and release their creativity in response to solving problems. A school trip to Bletchley Park will be on offer where pupils can be inspired by the great work carried out by Alan Turing during WW2, and the birth of Modern Computing. Other enrichment opportunities include career talks from professionals working in the Computing industry allowing pupils to uncover what careers are available.

Business:

Business intervention offered at lunchtimes for GCSE business.

In Year 9 a two week internal Dragon’s Den competition runs, to introduce students to Business. A similar project will run in the final week of the summer term with students making presentations from each group and acting out their adverts. This is to ascertain improvement in knowledge and skills.

Seeking an external competition for students to enter in 2019-20 and beyond. To this end lead teacher will visit a neighbouring school to collaborate on a new project based provision (Coca Cola) and to develop resources etc. for Year 10.

Further enrichment opportunities are proposed including for Year 9 Business Studies GCSE, a trip to Thorpe Park to attend a Marketing workshop.


USEFUL LINKS

www.coolmath4kids.com

www.mathszone.co.uk 

www.bbc.co.uk/schools/websites