CURRICULUM ORGANISATION AND DELIVERY
KEY STAGE 3 YEAR 7 AND 8
Pupils in Year 7 are taught as a form group in maths up until the October half term, with the exception of a very small number of pupils who have been highlighted by the SENDCO at the beginning of the year as having prior difficulties in the subject. At this point all pupils will have been baseline assessed and completed their CATs tests. They are then set, using teacher professional judgement as well as all of the data (KS2, baseline and quantitative CATs). Pupils are taught the first two topics (âUsing numberâ and âSequencesâ) based around the Silver scheme of work, but with the Gold and Bronze schemes of work available to extend or support pupils appropriately.
Pupils in Year 8 are taught in ability sets and these are based on their performance in Year 7, including the end of year examination, end of topic assessments and teacher professional judgement.
The subject content within our Year 7 & 8 curriculum has been adapted to meet the changes within the new Key Stage 2 programmes of study. Staff are aware that Probability has been removed, in favour of greater emphasis on the foundations of algebra and on skills in number. Our programme of study is divided into six strands. âRatio, proportion and rates of changeâ now stands alone as a strand in its own right, emphasising the links between fractions, ratios, proportion and percentages. âProbabilityâ and âStatisticsâ are now also treated as separate strands. The curriculum has been designed to consolidate and build on understanding from Key Stage 2 in order to form solid foundations for further study at GCSE and beyond. It also develops fluency, mathematical reasoning and problem solving skills.
The scheme of work ensures progression both over time and within every lesson and has been designed to ensure that all pupils have the appropriate degree of challenge for their current level of ability.Â Progression is built into every lesson in the scheme as exercises start with straightforward questions to consolidate skills and understanding; then move on to more varied and demanding material, and end with extension tasks. Pupils are encouraged to choose their own starting place on a RAG rated system when completing exercises, so that they can challenge themselves. This however is still monitored by the class teacher to ensure that all students are challenging themselves appropriately.
To enable the teacher, Assistant DOL and DOL to check that pupils are on track to meet expectations we have introduced regular assessments. These take place at the end of each topic and are recorded on Arbor.Â Pupils complete improvement time on these assessments before completing a self-review sheet, highlighting their own strengths and areas for improvement (WWW and EBI).
The department recognise the importance of times tables within the curriculum and have introduced Times Tables Rockstars at the start of most lessons in Year 7 so that pupils can improve their performance and recall speed in this area. Year 7 also have the opportunity to attend a lunchtime club where they can compete against other students. We also hold an annual TT Rockstars celebration event in July, where selected students represent their houses from each of the maths classes and compete against each other.
A selection of pupils in Year 7, who have not achieved the governmentâs expected standard, receive extra support throughout the year through our Maths Leaders in Year 9. The Maths Leaders receive training from the Assistant DOL to support these students and the baseline tests (similar to Key Stage 2 assessments) help to identify the topic areas that each individual pupils need to focus on with their Maths Leader.
Pupils in Year 8 have the opportunity to attend a maths lunchtime games club throughout the year. The club helps to increase pupil engagement and shows that maths can be exciting and fun. It gives pupils the opportunity to work with peers from other classes and this helps to inspire thinking, challenge and collaboration.
Selected pupils from Year 7 and 8 are encouraged to take part in maths challenges throughout the year. A team is entered into the UKMT Team Challenge, which includes pupils from Year 8 and individuals from both year groups are entered into the Junior Challenge. Pupils are also encouraged to take part in the Liverpool MEM Maths Challenge, which takes place over the February half-term.
All staff strive to provide High Quality First Teaching for all students. Teachers will adapt their teaching and resources to suit the needs of all learners, including those on the Âé¶¹´«Ã½¹ÙÍøregister. At the start of the Year, the SENDCO and the DOL will meet to discuss whether any of the new students have been identified as requiring additional support. The department has set up an extra group in Year 7 for those pupils who would benefit from following our Foundation Pathway from the start of the year. Some pupils may also receive in class support from teaching assistants, who on direction by the teacher will help to develop the pupilâs independent learning.
KEY STAGE 4
YEAR 9, 10 & 11:
The department follows a three-year GCSE curriculum and currently prepare and support the pupils to sit the AQA GCSE (8300). Pupils are set within two bands in Year 9, into 4 classes and then follow either the Higher or Foundation Schemes of work, depending upon their targets. In Year 10, these 4 sets are then split into 5 sets and a decision is made whether pupils should continue with either the Higher or Foundation Tiers.
Pupils who are not GCSE ready have the option to do Entry Level (Edexcel) and then a decision is made with the DOL, SENDCO and Parents if the pupil should be entered for the GCSE in Year 11.
More able students also have the option to study after school for AQA Level 2 Further Mathematics (8365). This allows those students performing at the highest level of GCSE Mathematics the opportunity to develop their mathematical skills beyond the scope of the GCSE course and to prepare them for A-Level Mathematics, bridging from GCSE to the first stages of AS Mathematics. Pupils are chosen from each of the two set 1 classes based on performance throughout Year 10, but also on their end of Year 10 assessment results.
The subject content matches that set out by the Department for Educationâs Mathematics GCSE subject content and assessment objectives document. The department follow Higher and Foundation route maps so that progress can be monitored and tracked by the teachers and the DOL. It also allows staff to plan lessons collaboratively and ensure that they are challenging to both classes and individuals. Progress is checked throughout the year, with Year 9 and 10 pupils completing end of topic assessments, based on AQA style questions and Year 11 completing one full past paper every three weeks. All scores are then recorded on Arbor for Years 9 and 10 and on the shared area for Year 11 so that both the teacher and the DOL can track progress and make any necessary interventions. Pupils in Year 11 are also provided with a diagnostic feedback sheet, which highlights areas of strength and areas that require further development. All pupils in Years 9 and 10 complete an end of year examination and Year 11 complete PPE examinations in December.
Revision lessons are offered to all Year 11 pupils, starting after the October half-term and continuing up to the last GCSE Maths exam. Some pupils, who require further interventions following on from the PPE examination results and three weekly assessments, will be offered extra morning revision classes (taking place during PDT) with the DOL.
The department strive to support each PP students in Years 10 and 11 with an extra lesson a fortnight with a maths teacher. This may involve the student replacing one of their PE, intervention or Study Support lessons with a maths lesson. These lessons involve only a very small number of pupils so that support can be targeted to the individual. The department also has a teacher in charge of PP, who monitors their progress and interventions that are taking place.
All staff strive to provide High Quality First Teaching for all students at Key Stage 4. Teachers will adapt their teaching and resources to suit the needs of all learners, including those on the Âé¶¹´«Ã½¹ÙÍøregister. At the start of the Year, the SENDCO and the DOL will meet to discuss whether any of the students have been identified as requiring additional support. Some pupils may also receive in class support from teaching assistants, who on direction by the teacher will help to develop the pupilâs independent learning. In some cases, it would be in the best interests of the pupil that they follow the scheme of work for Entry Level, rather than start the GCSE course. In this scenario, the parents would be included in the decision, along with the SENDCO and DOL.
Some committed Year 9 students are offered the opportunity to become Maths Leaders during the Year. They support the department with the Year 7 Catch-up programme and on Open Evenings and Maths events, such as Transition Day.
Selected pupils from Year 9 and 10 are encouraged to take part in maths challenges throughout the year. A team is entered into the UKMT Team Challenge, which includes pupils from Year 9 and individuals from both year groups are entered into the Intermediate Challenge. Pupils from Years 9 and 10 are also encouraged to take part in the Liverpool MEM Maths Challenge, which takes place over the February half-term.
Pupils in Year 10 are all given the opportunity to take part in âMaths Industry Dayâ, which takes place during an enrichment day in the first term. Companies are invited into school and meet with three groups of between fifteen and twenty pupils, each for a 90-minute session. They typically spend a short time introducing themselves and summarising what their job involves, before engaging the group in a âworkshopâ activity involving some Mathematics. Some tasks are more practical than others; most involve logic skills, calculation and problem solving.
Our school is committed at every stage to ensure that no pupil is disadvantaged because they do not have the cultural experience to access the full curriculum and within mathematics, the following key areas are developed:
- A love of the subject and a love of learning is created through interactive lessons delivered by specialist Maths teachers who share a passion for the subject. Resources are designed to be engaging and linked where possible to other curriculum areas and real life.
- In Year 10 the department organise a Maths Industry Day, where all pupils have the opportunity to see how maths is used in the world of work. Each pupil will take part in three workshop activities, which will help to develop their problem solving skills as well as introduce them to different professions and career paths.
- Displays are used around the school to highlight careers that may inspire pupils who have an interest in maths, and to show all pupils the relevance and importance of maths in the workplace. Teachers take every opportunity within lessons to talk to the pupils about careers in maths and liaise with the careers advisor to give the pupils opportunities to experience maths beyond GCSE.
- In Years 9 and 10, the department offer a trip to London, which includes a visit to Bletchley Park, the home of British code breaking and a birthplace of modern information technology. Pupils learn how it played a major role in World War Two, producing secret intelligence, which had a direct and profound influence on the outcome of the conflict.
- The department also gives those pupils who are interested in continuing their maths education beyond GCSE the opportunity to study further maths after school. Pupils will follow the scheme of work for the AQA Level 2 Further Maths Course in order to help bridge the gap between GCSE and A-Level. Students will then be offered the opportunity to sit the external exam in order to gain a further qualification.
- Literacy skills are a key component of accessing all curriculum areas. In Maths, skills are developed through the use of Key Words and focusing on problem solving questions that involve a high literacy content. The department aims to ensure that all pupils become fluent in the fundamentals of mathematics, reason mathematically and developing argument, justification and proof using mathematical language. Students are encouraged to solve problems by applying their mathematical knowledge to a variety of routine and non-routine problems, including breaking down the problems into a series of simpler steps and persevere in seeking solutions.
- All PP students in Year 11 are provided with a revision guide and workbook to support them in preparation for their examinations and have the opportunity to use revision cards.
- The department aims to ensure that all PP students in Years 10 and 11 receive extra small group support with specialist teachers once a fortnight.
- All pupils in Year 11 have the opportunity to attend after school maths revision sessions once a week from October â June and half-term revision workshops are also organized during the Easter half-term and May half term breaks.
- Morning revision classes are also made available to a selection of students who require additional support following on from the December mock examinations.
- Students in Year 7-11 have the opportunity to take part in national competitions, such as the UKMT Junior, Intermediate and Team Challenges. They also have the opportunity to enter local competitions, such as the Liverpool MEM Challenge.
- Students in Year 7 are able to experience in house competitions through our TT Rockstars programme. All year 7 practice their timetables throughout the year and have the opportunity to represent their house in the end of year TT Rockstars Celebration Event.
- Students in Year 9 can train as Maths mentors and have the opportunity to work with pupils in Year 7 as part of our Catch-up programme. They also have the opportunity to train as finance ambassadors, to support staff to promote financial awareness and help develop financial skills.
- An enrichment day is designated to all pupils in Year 9 focusing on financial literacy. Pupils are taught about budgeting, loans and credit cards and are given a deeper understanding of money management.
The personal development curriculum embraces the strands of Citizenship, Personal, Health and Social Education (PHSE), Careers Education and Guidance (CEAG) and Spiritual, Moral, Social and Cultural (SMSC) educational policies. In Mathematics the personal development of pupils is supported by:
- Problem solving skills and teamwork are fundamental to Mathematics, through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to develop their mathematical reasoning skills by communicating with others and explaining concepts and ideas. Self and Peer assessment are very important to enable students to have an accurate grasp of where they are and how they can make improvements. The department is able to provide these opportunities in class, through revision lessons/days, during intervention lessons, on enrichment days and through mathematical challenges.
- Mathematics is a universal language with has a rich history. Teachers take every opportunity to discuss the lives of specific mathematicians, such as Pythagoras or Fibonacci. Introductions to topics can lead to discussions about their origins and the department tries to develop an awareness of both the history of maths alongside the understanding that topics they are learning are internationally used. The department welcome the teaching of various approaches to mathematics including multiplication methods from around the world such as the Chinese method. The ability to use exchange rates for foreign travel also plays an important part in life skills that students learn.
- Mathematics has deep links to music, art and sport. Factors and multiples build rhythm and design percussion. Ratios mathematically explain pitch and tuning and trigonometric functions describe and illuminate the structure of sound waves. An understanding of scale, similarity and surds help to explain the strange numbers associated with focal length in photography, packaging design in technology and the standard paper sizes used throughout Europe. In Art, Renaissance artists were often obsessed with mathematicians and many incorporated the Golden Ratio in new ways. The world of professional sport has been revolutionised by statistics and their analysis.
- We try to develop an awareness that maths is not strictly limited to problems that result in right/wrong answers. It is important that they understand which âaverageâ is used by different forms of media and why they have made that choice. The use of misleading graphs and the interpretation of data to support or refute a claim. We also look at bias when teaching questionnaires and samples.
- Pupilâs financial skills and awareness are developed and supported throughout the curriculum within the schemes of work. Pupils also receive financial literacy as part of programmes included on Enrichment Days.
- Pupils are given the opportunities to develop their leadership through our Maths Leaders Programme.
- Students gave the opportunities to take part in regional and national competitions, such as the UKMT Challenges and MEM Challenges.