#### Curriculum Mission Statement

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.

**Curriculum/Course Overview**

Mathematics |
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KS3 & 4 |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |

Year 7 |
Basic operations, Factors, Multiples Primes. Decimals, Fractions Percentages. | Probability, Sequences, Coordinates, Expressions and Substitution. | Ratio and Proportion, Formulae, Area and Perimeter. | Presenting and Representing Data, Solving Equations. | Decimal, Fractions, Percentages. |
Ratio and Proportion |

Year 8 |
Operations, Bidmas, Decimals and Standard From, Probability, Fractions, Decimals and Percentages. | Algebra, Sequences/Function Machines, Trial and Improvement/Estimations, Angles, Pythagoras, Area/Circumference of Circles. | Constructions, Area, Volume and Surface Area, Prime Factor Decomposition, Index Laws. | Equation of Straight Lines, Tranformations, Brackets. | Equations, Ratio and Proportionality, Cumulative Frequency, Stem and Leaf, Averages, Fractions. | |

Year 9 |
Operations, Bidmas, Expressions, Indicies, Angles, Data Collection. | Averages, Decimals/Fractions, Solving Equations/Inequalities. | Area/Perimeter, Transformations, Formulae, Expanding and Factorising. | Probability, Estimation/Approximation, Measures and Accuracy, Pythagoras, Frequency Diagrams/Scatter Graphs, Ratio and Proportion. | Percentage Change, Sequences (nth term), Factors/Multiples, Indicies, Graphical Inequalities, Box Plots and Cumulative Frequency, Surds. | Straight Line Graphs, Distance-Time graphs, Quadratic Equations, Simultaneous Equations, Trigonometry, Bearings, kinematic Graphs. |

Year 10 |
Angle Properties, Volume/Surface Area, Circles, Time Series, Exact Calculations, plans and Elevations, Averages from tables. | Standard Form, Indices, Brackets, Factorising, Solving Equations, Drawing Quadratic Functions, Trigonometry in non-right angled triangles. | Real Life Graphs, Vectors, Transformations, Sets and Probability Spaces, Circle Theorems, Constructions. | Frequency Diagrams/Scatter Graphs, Sampling Data, Compound units, Tree Diagrams, Conditional Probability, Graphical Representations of Functions. | Similar Shapes, Percentages, Compound Interest, Direct/Indirect Proportion, Formulae, Quadratic Equations, Equation of a Circle. | Simultaneous Equations, Pythagoras, Trigonometry, Factors Multiples, Prime Decomposition, Ratio and Proportion, Rates of Change, Growth and Decay. |

Year 11 |
Gap Analysis- Areas of Weakness. | Gap Analysis- Areas of Weakness. | Gap Analysis- Areas of Weakness. | Gap Analysis- Areas of Weakness. | Gap Analysis- Areas of Weakness. | GCSE Examination dates. |

**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.

#### Staffing

**Mr A. Goodwin – Assistant Headteacher **

**Mr A. G. Jackson – Assistant Curriculum Leader**

**Mr. A. Brown – Lead Practitioner**

**Mrs L. James – Teacher**

**Mrs J. Dodd- Deputy Head Teacher**

**Mr S. Wildsmith – Teach First (Maths)**

#### Useful Links