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.
Mathematics is fundamental to national prosperity in providing tools for understanding science, engineering, technology and economics. It is essential in public decision-making and for participation in the knowledge economy. Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world.
KS3 Specification and Assessments
Our Key Stage 3 curriculum is designed to build on pupil’s existing skills and knowledge and covers areas of number, algebra, shape and data handling. Pupils don’t follow a rigid programme of study as we tailor teaching to the needs of our pupils.
On entry, pupils take a baseline test which identifies exactly what they can and can’t do. This information is used to identify the skills they need to develop and extend. They will study the appropriate content from each unit for approximately two weeks.
After each two units of work pupils complete an assessment, allowing them and their teacher to identify what they can now do and what they need to improve on. In addition pupils have the opportunity to demonstrate what they can do across all areas of Mathematics through longer tests taken each term throughout years 7 and 8. From these tests pupils get a detailed analysis of their strengths and areas for improvement.
We use a variety of ways to help pupils to improve, including subscriptions to
- Timestables RockStars
If pupils forget their mymaths or TTrockstar password they should ask their class teacher. In addition pupils can get help at homework sessions held in the Library.
In year 8 pupils are placed in ability sets, based on their performance in termly tests taken throughout year 7. The groups in year 7 are more fluid, allowing pupils time to settle into their new school and develop their confidence.
Throughout our Key Stage 3 program there is a strong emphasis on problem solving. This starts in transition and allows our pupils to develop their thinking skills and the ability to apply their existing skills and knowledge to solve problems in an unfamiliar context. In this way our pupils should be well prepared to meet the demands of the new 9-1 GCSE examination.
For more information about our KS3 programme please contact Mr D Battell, KS3 Manager Mathematics, email@example.com
KS4 Specification and Assessments
Our Key Stage 4 curriculum is designed to build on pupils’ existing skills and knowledge over a three year period, starting in year 9 when pupils focus solely on the new content and mathematical skills they need. In years 10 and 11 pupils have the chance to apply these skills to solve more complex mathematical problems and will also work on a variety of rich, problem solving tasks.
We aim to complete the teaching of new content by February of year 11, leaving plenty of time for revision and consolidation.
Pupils have the opportunity to demonstrate what they can do across all areas of Mathematics through tests taken twice each half term. From these tests pupils get a detailed analysis of their strengths and areas for improvement.
This information is used by the class teacher to plan interventions and identify topics that need to be revised. Examples of past papers, suitable for revision, and useful links and terminology can be found on our revision page.
For any information on the KS4 specifications or schemes of learning, please contact Miss S Hedley, KS4 Manager Mathematics, firstname.lastname@example.org
Meet the Staff
|Staff name||Role||Contact details|
|Miss A Oliver||Senior Assistant Headteacheremail@example.com|
|Mr N Willan||Assistant Headteacher – Mathematics and Numeracyfirstname.lastname@example.org|
|Mrs S Lofts||Maths Intervention Teacheremail@example.com|
|Miss L Rowlandson||Faculty Leader Numeracy and Mathematicsfirstname.lastname@example.org|
|Mrs S Daniels||Key Stage 4 Manager||mailto:email@example.com|
|Mr D Battell||Key Stage 3 Managerfirstname.lastname@example.org|
|Mr C Ashcroft||Maths Leader – Numeracy Across the Curriculumemail@example.com|
|Mrs C Gibbins||Maths Leader – Gifted and Talentedfirstname.lastname@example.org|
|Mrs S Kirkbride||Teacher of Mathematics and Services Children Coemail@example.com|
|Miss N Lowe||Teacher of Mathematicsfirstname.lastname@example.org|
|Mr J Wilkinson||HLTA – Coordinator of Mathematics Interventionemail@example.com|