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DEPARTMENT CONTEXT

STAFF CODE

NAME

RESPONSIBILITIES

KIN Natalie King Director of Learning for Maths
FON Nicola Foster Teacher of Maths - Second in Charge
BEJ James Beaumont Teacher of Maths
SKD Deidre Skinner Teacher of Maths
RET Tony Regan Teacher of Maths and Head of Business
PAL Lauren Page Teacher of ICT and Maths
BEJ James Beaumont Teacher of Maths

Facilities:

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

         CURRICULUM PLANS 

MATHS

Years 7 and 8

(Key Stage 3)

 

 

Students follow a Scheme of Learning based around the framework required for the New GCSE syllabus, working on the following modules: Number, Algebra, Ratio and Proportion, Geometry and Statistics.

 

Year 7 will be assessed on arrival, using a KS2 style of assessment and streamed thereafter.

 

Year 8 groups are set using target data and current levels of progress.

 

Homework is set weekly from MathsWatch website and work monitored by staff.

 

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 the year to provide depth and challenge.

 

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. FON is the designated member of staff for Year 7 and Year 8. 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.

 

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 and then to provide support for LAPs. 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.

 

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.

 

Year 9, 10 and 11

(Key Stage 4)

 

 

 

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 from KS3, with the aim of completion by the end of Year 10 to allow Year 11 to be a bespoke consolidation and areas for development curriculum. Year 11 complete regular exam style assessments which highlight areas of 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 exam.

Students are given an assessment question 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 a numeracy style assessment every two weeks, these increase in difficulty and exam style 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 develop areas requiring further development. Each year group will be monitored by a nominated member of the team. BEJ will oversee Year 10 while KIN will oversee Year 11. Analysis and monitoring is built into weekly faculty meetings.

Assessments are corrected and resat by all students to improve areas for development and to ensure progress. 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 4 to 9, Set 2 are Higher working towards Grades 4-6. Set 3 is a foundation set working on Grades 3 and 4 and Set 4 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 on MathsWatch with the intent of developing independent learning and a source of support for students. This is monitored individually by classroom teachers and overseen by the designated member of staff.

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 6th 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.

 

 

Year 12 and 13 (Key Stage 5)

Students in Year 13 will continue to follow the old Specification for Edexcel A Level Maths, completing the following modules, Core 3, Core 4. The other 4 modules having been completed in year 12.

 

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.

 

EXTRA-CURRICULAR PROVISION

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 for each year group every week to offer intervention to those underachieving following data analysis.

FON – Years 7 and 8

SKD-Year 9

BEJ – Year 10

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 the designated staff member overseeing the year group – impact measured and actions put in place to resolve issues


USEFUL LINKS

www.coolmath4kids.com

www.mathszone.co.uk 

www.bbc.co.uk/schools/websites