Mathematics Curriculum Area
|Curriculum Leader:||Mr. R. Hosker|
|Second in the Curriculum Area:||Mrs. H. Brady|
|Staff:||Mr. P. Almond|
|Mr. K. Anglim|
|Mr. S. Bushell|
|Mrs. R. Eriksson|
|Mrs. J. Poole|
|Mrs. C. Whitton|
|Mr. J. Wood|
Mathematics Curriculum Intent
Mathematics is a discipline that is fundamental to the study of many other subjects. The techniques learnt here are used directly by scientists, geographers, ecologists, psychologists and many others. The habit of logical thinking is directly transferable from mathematics to many other disciplines. In the workplace mathematicians are much in demand because of their training in reasoning, logical thought, method and order.
In order to achieve this we strive to make our teaching clear, positive and, where possible, inspiring. We try to highlight the relevance of mathematics in everyday life and aim to provide teaching that is committed to the pupils and their individual needs.
As a curriculum area we aim to:
- ensure that pupils acquire mathematical knowledge and skills, and use them with confidence, satisfaction, enjoyment, clarity of expression and accuracy
- equip pupils to achieve mathematical qualifications,
- allow pupils to experience mathematics in a range of contexts,
- provide foundations for future study of mathematics,
- develop pupils’ ability to think both for themselves and as part of a team
- inspire pupils towards a positive view of mathematics.
Mathematics Curriculum Implementation
The Mathematics curriculum design has at its heart a desire to support students in acquiring the knowledge they require for both academic and personal success. Absorbing many of the learnings from cognitive science, the curriculum a carefully designed programme of spaced retrieval, with opportunities for interleaving of content all to aid students retention of acquired knowledge.
We deliver a 3-year Key Stage 3 programme of study, incorporating fully the National Curriculum. Our aim is to communicate the usefulness of learning mathematics as well as an appreciation of the beauty and creativeness of the subject.
- Develop understanding of mathematics in a way that promotes confidence and fosters enjoyment
- Develop abilities to reason logically and recognise incorrect reasoning, to generalise and construct mathematical proofs
- Learn a range of mathematical skills and techniques and use them in solving problems
- Develop an awareness of the relevance of mathematics to everyday life, society, the world of work and other disciplines
- Use mathematics as an effective means of communication
- Gain the skills necessary to use technology such as calculators and computers effectively, while recognising their limitations
- Take increasing responsibility for their own learning and the evaluation of their own mathematical progress
There are four differentiated pathways through Key Stage 3 allowing us to cater for the full spectrum of ability. The Stage 7*/8*/9* pathway provides a level of stretch that extends into many of the topics requiring mastery at GCSE level. Level of difficulty have been carefully considered, with the Stage 6/7/7* pathway providing a greater emphasis on numeracy and functional Maths skills. The level of stretch has been accelerated so that 5 of the 7 sets are now being now being taught at least Stage 9 in Year 9, ensuring much of the GCSE content is introduced ahead of Year 10.
Year 7 and Year 8 are given a weekly low-stakes quiz, which is broken down into 3 sections:
- 3 week recall
- 6 week recall
Two Hegarty Maths online homeworks are set on a weekly basis, which inform the 3 week and 6 week recall. The quiz will take 20 minutes, and is ‘low stakes’ in that it will not inform set changes. Students will also be given 6 problem-solving quizzes over the course of the year to help support them with this vital skill.
Students are set initially using SATS scores, and a full review will then take place at the end of each school year based on three formal assessments that take place in the autumn, spring and summer terms. Teacher feedback is also important as student performance in class over the year is a large consideration. We do not provide set numbers as this can become too much of a focus. Students will all be working at an appropriate level for their current ability. Students will receive 3 hours of Maths per week.
Year 9 is a continuation of the pathways being followed in Years 7 and 8, however the weekly quizzes now consist purely of the 3 week and 6 week recall content, and extend to 25 minutes. Students receive 4 lessons of Maths per week.
Topics covered include
- Geometry and Measures
- Statistics and Probability
- Using and Applying Mathematics to Problems
In Mathematics lessons teachers use a variety of strategies to support students and ensure that students are making good progress. Pupils use their whiteboards, contribute to class discussion, answer open and closed questions, create their own questions and engage in collaborative learning activities. The curriculum area is focused on making the learning environment as safe and supportive as possible, where students are comfortable to make mistakes and then discuss with their peers why an answer is correct or not.
Students will usually be set homework each week. This will normally comprise of tasks set for them to complete on the Hegarty Maths website. These tasks require them to watch a video clip, making notes in their Independent Study book as they do, before completing an online quiz. Students receive immediate feedback as the quiz is marked as soon as they have completed it and they are encouraged to have another go if they have not achieved an acceptable level. The students then use the notes they have made to help them in a weekly quiz that is taken in class. This process is intended to develop good study skills and perseverance in our students, whilst consolidating topics previously studied.
Alternative homework tasks may be in preparation for, or reviewing, assessments. If students are unable to complete any homework set they should seek advice from their class teacher, or any other member of the Mathematics Curriculum Area. There is also the Mathematics Curriculum Area Homework Club where students can use computers to complete Hegarty Maths homework online, or just use it as a quiet place to do their written work. There will always be a Mathematics teacher available to ask for help with any problems.
Assessment & Reporting
Students are assessed using a variety of methods with homework and class work being an important part of this. They will have formal tests throughout KS3, one in each term which will be followed by tracking reports issued by the School. Parents can contact class teachers to get an update on their child’s progress. Following their assessments in class, students will complete an Assessment for Learning Sheet. The aim of this is to identify the student's areas of strength and to set targets for improvement following the assessment. Students identify three key areas, these are specific and relate directly to questions on the assessment. Approximately three to six weeks after each assessment students complete a “Re-test” this is an opportunity for them to demonstrate how they have improved, particularly in their target areas.
Following each assessment class teachers in conjunction with the Curriculum Leader will decide whether students should be placed on a programme of intervention where they feel extra support is required to help the student to get back on track.
How parents can help
Ensure that students come fully equipped to all lessons – students will need their own geometry set, whiteboard pen and a scientific calculator for both class work and homework. Points are deducted from students if they do not have all their equipment in lessons.
Make sure that students are getting the most from their Hegarty Maths homeworks by checking that they:
- Watch the video and make notes from it in their blue Independent Study book
- Attempt the online quiz, writing their workings in their book before entering the answers on the computer.
- If they have not got it all correct they should watch the video again and attempt the quiz at least once more.
Check that students are completing homework tasks to the best of their ability, and encouraging them to seek support in plenty of time if they are struggling. Homework should be attempted as soon as practicable after being set, not left to the night before it is due.
Use Mathematics as much as you can in everyday life, such as giving opportunities to work out how much change you should get in a shop, or to estimate shopping bills, talk about fractions of pizza and chocolate bars!
The most important one is to be positive about Mathematics at home. Negative comments rarely help and students that hear positive things about the subject at home are more likely to develop a positive attitude to it themselves!
The full teaching plan and accompanying quiz schedule can be found within the Mathematics Curriculum Website section, as is the full curriculum content (by stage) which highlights the knowledge students are to acquire and the skills they are to develop.
The Mathematics Faculty ensure that at Key Stage 4, the beauty of Mathematics is at the heart of their lessons, whilst ensuring that students are fully prepared for the rigour of the GCSE Examination. Wherever possible, students are invited to explore and investigate areas of mathematics to help to give them a better understanding of the approaches needed to be successful in the subject.
At Key Stage 4, the Mathematics Faculty ensure that students receive the very best support and resources in order to reach their full potential. Students are encouraged to be proactive about seeking advice from staff, manage their own learning and exam preparation and work collaboratively in lessons to help them to solve mathematical problems and support their peers in their learning. These skills, not only help them in their mathematical endeavours, but will equip them with the skills they need in everyday life.
Mathematics is a core subject and must be studied by all students until they leave school. There are two routes of study at KS4 Mathematics, both routes follow Edexcel specifications.
- Higher Mathematics GCSE ( awarding Grades 3-9)
- Foundation Mathematics GCSE (awarding Grades 1-5)
During Year 10, five of the seven Mathematics teaching groups will follow the ‘Higher’ specification, whilst the other two sets will follow ‘Foundation’. At the end of Year 10, a final decision will be made on whether the students in the fourth and fifth teaching groups are to continue with ‘Higher’, or revert to ‘Foundation’. Students are parents will be fully informed of these decisions throughout.
Spaced retrieval continues in Year 10 and 11, with weekly quizzes supplemented by 3 Hegarty Maths tasks revisiting previously taught content. The questions are largely drawn from exam boards, as we begin to get students used to the style of questioning they will experience in their GCSE.
Three formal assessment take place in Year 10, whilst in Year 11 the students will sit two sets of mock exams in preparation for their GCSE.
The Mathematics curriculum area has an excellent track record and consistently achieves results that demonstrate we are one of the highest attaining non-selective schools in Lancashire
In 2019, 90% of all pupils achieved a standard pass or above (4+). 76% of all pupils achieved a strong pass or above (5+) whilst 28% achieved a Grade 7 or above. The levels of achievement our students reach have been consistently strong for many years.
The number of pupils going on to study Mathematics post-16 is well above the national average.
Clubs & Enrichment
- Homework Club: Open to all years. Staffed by both teachers and Year 10 students
- Games Club: A weekly opportunity for students to spend their lunchtime playing games such as ‘Connect 4’ and ‘Risk’ and chess.
- Stem Club: in conjunction with the TAC curriculum area, STEM are currently building their own kit car from scratch after successfully racing a previous model at Aintree.
- Primary Challenge: a yearly event where primary schools of the surrounding area are invited to send a team to compete in a problem solving quiz involving the famous ‘Maths relay’
- UKMT Challenge: Higher attainers are given the opportunity to enter the challenge and potentially progress to the next rounds each year.
- Team Challenge: Y8 and 9 students compete with 40 other school in a challenge hosted in Liverpool.
- Runshaw Challenge: Y11 students compete against school in the North West.
Parents For Learning
Three sessions take place in the Autumn term. Two sessions involve parents of students in the lower teaching groups, and the evenings focus on helping parents support their children with their learning. Always well received, these evening also give us the opportunity to meet with parents and introduce platform such as Hegarty Maths and Mathswatch. We invite all remaining parents on the third session, to ensure that everyone has the opportunity to see how we approach the teaching of Mathematics in Year 7
Hegarty Maths evening
Wholesale changes have been made to how we set homework, ensure students are given opportunities for retrieval, and how feedback is provided. We communicate all these changes in detail during one hour sessions in the autumn term, to which parents of students in years 8, 9, 10 and 11 are all invited. As with the PFL sessions the aim is to provide parents with the information they need to support their sons and daughters in their independent learning.
All members of the Mathematics department are happy to support their students and will offer their time to pupils at lunchtime and breaks by arrangement.
Programmes of Study: Mathematics Key Stage 3
Mathematics Key Stage 3: Knowledge and Skills