Mathematics is important in the life of all because it is used to perform many different daily/routine tasks, such as telling time, reading a meter, counting change; and is also vital in making strategic decisions. Nearly every profession uses some form of Mathematics, and when joining the workforce your capability in Mathematics is one of the most important aspects that an employer will judge you upon.
Areas that we as a Mathematics department will endeavour to install in our pupils are critical thinking, problem solving, communication, teamwork and independence.
The mission of the Mathematics department is to provide an environment where students can learn and become competent users of Mathematics and Mathematical application for the future.
Progression | Further/Higher Education and Careers
Success in your GCSE Mathematics can lead into potentially studying A-Level Mathematics, and at a greater level, Further Mathematics at our sixth-form partner Southmoor. From there Mathematics could be studied further either in its purest form or as a combination with another subject or a subject with Mathematics within it e.g. Computer Science.
Vast and Varied career choices can result from a good knowledge of Mathematics e.g. accountancy, web designer, roller coaster designer, game designer, jet fighter pilot, statistician, banking, amongst many others.
Additionally higher grades in Mathematics could result in an average of £2100 per annum extra than those that don’t achieve as highly.
|KS3 & 4||Half Term 1||Half Term 2||Half Term 3||Half Term 4||Half Term 5||Half Term 6|
How the subject supports pupils in making progress
In Mathematics, to ensure our pupils make as much progress as possible toward achieving their targets and fulfilling their potentials, we leave no stone unturned, taking actions including:
• A half-termly analysis of performance data (KS4) and a termly analysis of performance data (KS3)
• Half-termly actions to identify any pupils in need of support as they may be performing below expectations and implementing measures to support them in bridging any knowledge gaps and addressing misconceptions, initially by the classroom teacher.
• Evaluation of pupils ‘barriers to progress’ (KS3) and how the teacher will try to address these in the next school term.
• We have a dedicated Mathematics form tutor for years 7-9 to address pupils misconceptions and help those pupils get ‘back on track’.
• There are dedicated Mathematics Year 11 form tutor(s) who teach Mathematics to those in need of additional help in there last academic year at the school.
• Provide, consistently, immediate verbal feedback at appropriate times to enable all pupils to progress
• Providing effective feedback, through regular marking of work, specific to the needs of each pupil to ensure their own misconceptions are addressed and they are encouraged to think and engage in a deeper context.
• Regular and challenging homework to consolidate and extend learning.
• A member of staff, within the department, training to become a Mastery specialist within the region in order to help pupils transition from KS2 into KS3 with greater effectiveness.
Assessment & Feedback
At Key Stage 3, pupils are measured against ‘age expectations’, a set of expectations in Year 7 that pupils will need to be able to demonstrate, if they are to be on-track to achieve a good grade by GCSE. The level of expectation then increases appropriately in Year 8. Pupils will either be ‘working toward’, ‘working at’ or ‘working at greater depth’ of their Age Expected Level.
At Key Stage 4, pupils are graded on a 1-9 system (as of Summer 2017). Each half term all year groups are tested on KS4 content using relative past examination papers, mock papers, etc. where appropriate. At each half-term these are assessed on the new scale of 1-9 and each pupil is given a current ‘working at’ grade. All assessments are marked and an analysis of this happens and is fed-back to each pupil, with time spent in class looking at different techniques that could improve their performance in the future.
All Year 11 assessments take a formal setting throughout the year (in the exam hall(s)), where as in Year 9 and 10 there is a limit of one assessment that is administered in the exam hall.
Mr R. Wilkinson- Subject Leader
Mr Wilkinson has taught in 2 previous schools in the region in his nearly 9 years of teaching. Joining the Academy in April 2015. Mr Wilkinson was employed as a Lead Practitioner within the department, responsibility of trying to improve the teaching and learning within the department. After an increase in achievement Mr Wilkinson was appointed to Subject Leader in October 2016. Mr Wilkinson is also an external examiner for the awarding body OCR, for which he plays a prominent role in both the Summer and November GCSE examination series.
Miss N. Reed- Teacher of Mathematics/Numeracy Across the Curriculum
Miss Reed had taught in one previous school in the region before joining the Academy in April 2015. Miss Reed takes a prominent role in promoting numeracy across the curriculum as well as coordinating the strategies the department is deploying at KS3. Miss Reed has also started her journey to become a Mathematics Mastery specialist- helping the department to make the transition that Primary Schools have already done.
Miss L. James- Teacher of Mathematics
Miss James was previously a support assistant within the Mathematics department at Sandhill View before deciding to make the jump to becoming a full time teacher, completing her training at Sandhill View and becoming a qualified teacher in the Summer of 2015.
Miss H. Grieves- Teacher of Mathematics
Miss Grieves is in her first teaching practice after having become a qualified teacher in the Summer of 2015, qualifying from Sunderland University.
Mr A. Goodwin- Assistant Head Teacher
Mr Goodwin arrived in April 2016 with his initial responsibility being to the Mathematics department. He know takes a more prominent role in the delivery of KS3 subjects across the school and academy trust.
Mrs J. Dodd- Deputy Head Teacher
A prominent member of the Academy, an experienced member of the Mathematics department having taught at a number of schools in the region, arrived at the school in January 2015.