Supporting Your Students’ Transition to Advanced MathsCore Maths and other post-16 courses. The mathematical content of post-16 courses can prove challenging to many students. Sometimes this is due to the applied nature of the mathematical content of such courses. Click here to read more.
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All students receive one mathswatch task per week on: www.mathswatch.co.uk
Students usernames are:
The last two numbers year they came to the school (e.g. 19,20,21,22) then capital 1st inital and second initial then surname@sandhill
e.g. If your child started Sandhillview in 2022 and name was Aidan Brown, it would be: 22ABrown@sandhill
Everyone’s password is: hexagon
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Maths Curriculum Overview
Click here to view our Maths (Nurture) learning journey.
Click here to view our Maths (Foundation) learning journey.
Click here to view our Maths (Higher) learning journey.
Aim
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The mathematics curriculum is planned to enable all students to develop skills in the following areas:
- Number
- Algebra
- Ratio, proportion and rates of change
- Geometry and measures
- Probability
- Statistics
All students are taught in a way which supports them to develop fluency, reason mathematically and solve problems linked to real life situations, by applying the knowledge and skills they have developed over time.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace:
- Resilience (Aiming High, Staying Positive, Learning from Mistakes)
- Collaboration (Teamwork, Leadership, Communication)
- Creativity (Originality, Problem Solving, Independent Study)
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
Sequence and structure
Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (years 10 and 11).
The decision to follow a mastery approach to the KS3 SOW was based on the research that suggests mastery can lead to around ‘an additional five months’ progress’ for students (EEF, 2019). The new curriculum at KS3 has also been supported through developing links with feeder primaries and their knowledge of historically weaker strands at KS2. We include a copy of the white rose maths SOL in our year 7 SOL and have used this as a resource to inform our planning.
KS4 would then follow a more structured curriculum following the specification for the OCR exam board.
The mathematics department uses the whole school lesson structure to support consistency. This lesson structure consists of connect activities to develop students recall of previous learning and ability to apply it to new situations; delivery of content through the use of worked examples and modelling; the use of consolidation activities and finally through the regular use of problem solving and multi-step functional skills questions.
Covid Recovery to ‘unlock learning’
We have built Covid Recovery into our long and short term planning through a number of strategies, including making changes to our schemes of work to reflect missed learning and running a 5pm club in the summer term of 2021 to catch up on missed content from lockdowns. We have also included lockdown content in our connect activities and homework to provide further consolidatory opportunities for students. Our schemes of work for 2021/2022 also reflect the missed learning of lockdowns 1 and 3. We also have utilised the national tutoring programme to support missed learning during lockdown and we liaise with the tutors to provide topics missed.
Literacy
We know that students who read well achieve well. As such students should use a good standard of literacy at all times including the use of capital letters, full stops and full sentences where appropriate. The mathematics department actively supports the whole school literacy priorities, including the use of the marking codes; the use of frayer models; the use of ambitious vocabulary; the promotion of oracy and any additional priorities that can help develop our students reading abilities.
KNOW MORE: Key Stage 3 Curriculum
KNOW MORE: Our Key Stage 3 Mathematics Curriculum includes the following areas of study:
Three year KS3 with 5 hours per week allocated to Mathematics.
KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 7 Nurture: Students will focus on developing more fluency in basic number skills including addition, subtraction, multiplication and division, to include times tables.
Foundation & Higher
Students will review basic number skills before moving on to look at standard form calculations; rounding to decimal places and significant figures; recognising angles and working with angle facts e.g. that angles in a triangle add up to 180 degrees.
All students will study different types of numbers including: negatives, powers, squares, cubes, factors, multiples and primes. In addition all students will study area and perimeter. Nurture:
Students will also look at recognising angles and angle facts.
Foundation:
Students will also study an introduction to algebra including simplifying, expanding and factorising brackets.
Higher:
In addition these students will study angles in parallel lines; working with algebraic area and perimeter; HCF and LCM. Higher students will also take part in an exciting ratio cross-curricular project with art at this time.
All students will study probability including working with frequency spaces. In addition all students will study aspects of data including bar charts, scatter graphs and pie charts. Nurture students will also take part in an exciting ratio cross-curricular project with art at this time.
Foundation & Higher
Will also study solving equations with one and two unknowns.
Higher
In addition higher students will study expanding and factorising single and double brackets.
All students: Will study BIDMAS, estimation, conversions, bisectors and congruence.
Foundation
Students will also study similarity as well as taking part in their exciting ratio cross-curricular project with art.
Higher
Will also study index laws and probability rules including the and/or laws.
Nurture: Students will study plans & elevations; telling the time and working with speed distance time and solving equations.
Foundation & Higher
Students will study telling the time and working with time problems fluently. Students will also study speed distance and time, as well as all skills relating to fractions.
Nurture: Students will expand single brackets, as well as working with fractions in a number of form.
Foundation & Higher
Students will study plotting graphs in the form y = , x = , linear and quadratic graphs. Students will also study plans and elevations.
All students:
Will study fermi problems to work on their ability to work imaginatively with estimation and dimensional analysis.
Year 8 All students will cover ordering numbers with nurture students focusing on integers and foundation & higher students looking at fractions and decimals. All students will cover negative numbers; sequences and their links with nth term and expansion of double brackets, alongside substitution.
Nurture Students will look at probability facts including probability on a line and from a table. Students will also cover fraction, decimal and percentage knowledge I depth.
Foundation & Higher
Students will look at decimals, sharing and simplifying ratio and percentages including working with percentages greater than 100%.
Higher
Students will also look at percentage chance and reverse percentages.
Nurture Students will study coordinates, leading to plotting graphs in the form y = mx + c. Students will also look at equations of circles and solving equations with unknowns on both sides.
Foundation & Higher
Students will study ratio recipes and best buys. They will also study all four transformations. In this term speed, distance, time will also be covered to include graphs and inequalities will be started (basics and representations on a number line).
All students will study solving inequalities, which is a continuation from term 3. In addition, students will study area, perimeter, volume and surface area. Foundation
Students will also look at equations of circles and percentage change, as well as reverse percentages.
Higher
Students will also consider surface area of more complex shapes such as triangular prisms.
All students will study bisectors and the construction of triangles. Nurture students will also study ratio including recipe and best buy problems. Foundation & Higher
Students will study probability, which is a continuation from previous learning as well as plotting graphs in the form x = and y =
All students will have the opportunity to take part in an exciting model village project this term. Nurture
Students will study Venn diagrams as well as the four transformations.
Foundation & Higher
Students will study plotting linear and quadratic graphs as well as averages.
Higher
Students will be able to find midpoints and endpoints using coordinates. Students will also be able to calculate averages from tables.
Year 9 All students will study indices, powers and roots; units and conversions and angles. All students will study elements of algebra including simplifying; substituting; sequences and graphs. Students will additionally study calculations and accuracy as well as constructions and loci.
Nurture students will spent time looking at shape. Whereas foundation students will study constructions and functions.
Higher students will progress to more complex areas of accuracy including standard form.
All students will study transformations, ratio and statistics. Nurture
Students will also study solving equations and standard form.
Foundation & Higher students will expand solving equations to include forming them.
Higher students will in addition study probability.
All students will study proportion and fractions, decimals and percentages. Nurturestudents will also study forming equations and circles.
Foundation
Students will also study probability.
Higher
Students will also study functions.
All students will study area, perimeter, volume an surface area. All students will also study equations and inequalities. Nurture Students will study functions and probability in addition to this.
Higherstudents will also study constructions and loci.
All students will study probability. All students will also have the opportunity to take part in a fun and engaging enlargement project. Nurture
Students will also study direct proportion.
Foundation & Higher will also study Pythagoras’ theorem but only Higher students will study trigonometry.
KNOW MORE: Key Stage 4 Curriculum
KNOW MORE: Our Key Stage 4 Curriculum:
The KS4 Curriculum is taught over 2 years and each class has 4 hours of Mathematics per week taught in mixed ability groups. At Key Stage 4 students follow the OCR GCSE Mathematics specification.
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 10 Higher Students will study linear graphs alongside parallel and perpendicular lines; FDP and perimeter, area, volume and surface area
Foundation
Students will study angles, lines & symmetry, sequences & graphs and linear equations
Nurture students will study polygons and parallel lines
Higher Students will study probability, real life graphs, equations & inequalities and ratio & proportion.
Nurture & Foundation
Will study fractions decimals and percentages as well as probability.
Foundation students will also study perimeter, area, volume and surface area. Whereas nurture students will study symmetry, similarity & congruence.
Higher Students will study transformations; constructions and loci; averages and ranges and symmetry, similarity & congruence.
Nurture & Foundation
Will study expanding & simplifying and real life graphs.
In addition nurture students will study perimeter, area & volume. Whereas foundation students will study similarity, congruence & inequalities.
Higher Students will study surds; further trigonometry; accuracy & bounds.
Nurture & Foundation
Students will study ratio & proportion, transformations and averages. In addition foundation students will study accuracy and bounds whereas nurture students will study pie charts.
Higher Students will study solving quadratic equations
Nurture & Foundation
Students will study constructions & loci, compound measures and formulae and rearranging. In addition foundation students will study
Higher Students will study quadratic, cubic & other graphs; dating & sampling; algebraic fractions; cumulative frequency, box plots & histograms and bearings
Year 11 Higher Students will study sampling, forming & solving equations, quadratics, sine & cosine and graphs. From lockdown 1 students will also revisit Pythagoras & trig and equations & inequalities
Foundation & Nurture
Students will study expanding & factorising and polygons & parallel lines.
Nurture students will also study probability and circles. Whereas foundation students will study ratio & proportion and solving equations & inequalities.
Higher Students will study transformations of graphs as well as ratio & proportion and area & volume from lockdown 1.
Foundation & Nurture
Students will study perimeter, area and volume and loci.
Foundation students will also student circles, arcs & sectors and forming equations. Whereas nurture students will study constructions, ratio & proportion.
Higher Students will study bearings, vectors, proof, equations of circles, y = mx + c, iterations and loci as well as probability from lockdown 1.
Foundation
Students will study Pythagoras & trigonometry, graphs, Venn diagrams and percentages.
Nurture
Students will study functional skill numeracy, types of number, fractions, decimals, percentages and solving equations.
Higher Students will study circle theorems, as well as fractions, decimals and percentages from lockdown 1.
Foundation & Nurture
Will focus on revision
Revision & exams Revision & exams
DO MORE: Milestone Assessment Endpoints:
Year Group Basic (Lower Ability End Points)
Clear (Middle Ability End Points)
Detailed (Higher Ability End Points)
7 Fluency: · Pupils consolidate their numerical and mathematical capability from KS2 and extend their understanding of the number system.
· Pupils use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships.
Reason mathematically:
· Extend their understanding of the number system; make connections between number relationships.
Solve problems:
· Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes.
Fluency: · Pupils select and use appropriate calculation strategies to solve increasingly complex problems.
· Pupils use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships.
· Move freely between numerical, algebraic, graphical and diagrammatical representations.
· Use language and properties precisely to analyse numbers and algebraic expressions.
Reason mathematically:
· Extend their understanding of the number system; make connections between number relationships and their algebraic and graphical representations
· Identify variables and express relations between variables algebraically
Solve problems:
· Develop their knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
Fluency: · Identify variables and express relations between variables algebraically and graphically
· Substitute values in expressions, rearrange and simplify expressions, and solve equations
· Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
· Use language and properties precisely to analyse numbers, algebraic expressions, probability and statistics.
Reason mathematically:
· Extend and formalise their knowledge of ratio and proportion in working with measures and geometry
· Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
· Identify variables and express relations between variables algebraically and graphically
Solve Problems:
· Develop their use of formal mathematical knowledge to interpret and solve problems.
8 Fluency: · Pupils select and use appropriate calculation strategies to solve increasingly complex problems.
· Pupils use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships.
· Move freely between numerical, algebraic, graphical and diagrammatical representations.
· Use language and properties precisely to analyse numbers and algebraic expressions.
Reason mathematically:
· Extend their understanding of the number system; make connections between number relationships and their algebraic and graphical representations
· Identify variables and express relations between variables algebraically
Solve problems:
· Develop their knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
Fluency: · Identify variables and express relations between variables algebraically and graphically
· Substitute values in expressions, rearrange and simplify expressions, and solve equations
· Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
· Use language and properties precisely to analyse numbers, algebraic expressions, probability and statistics.
Reason mathematically:
· Extend and formalise their knowledge of ratio and proportion in working with measures and geometry
· Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
· Identify variables and express relations between variables algebraically and graphically
Solve Problems:
· Develop their use of formal mathematical knowledge to interpret and solve problems.
Fluency: · Use language and properties precisely to analyse numbers, algebraic expressions, 2D and 3D shapes probability and statistics.
· Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
Reason mathematically:
· Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
· Begin to reason deductively in geometry, number and algebra, including using geometrical constructions
Solve problems:
· Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.
9 Fluency: · Identify variables and express relations between variables algebraically and graphically
· Substitute values in expressions, rearrange and simplify expressions, and solve equations
· Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
· Use language and properties precisely to analyse numbers, algebraic expressions, probability and statistics.
Reason mathematically:
· Extend and formalise their knowledge of ratio and proportion in working with measures and geometry
· Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
· Identify variables and express relations between variables algebraically and graphically
Solve Problems:
· Develop their use of formal mathematical knowledge to interpret and solve problems.
Fluency: · Use language and properties precisely to analyse numbers, algebraic expressions, 2D and 3D shapes probability and statistics.
· Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
Reason mathematically:
· Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
· Begin to reason deductively in geometry, number and algebra, including using geometrical constructions
Solve problems:
· Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.
Fluency: · Fluency in all areas previously listed is expected as part of the higher ability end points in year 9.
In addition to all other previously listed end points, students should:
Reason mathematically:
· Make and test conjectures about patterns and relationships; look for proofs and counter-examples
· Explore what can and cannot be inferred in statistically and probabilistic settings and begin to express their arguments formally
Solve problems:
· Begin to model situations mathematically and express the results using a range of formal mathematical representations.
10 & 11 AO1: Use and Apply Standard Techniques · Accurately recall facts, terminology and definitions
· Use and interpret notation correctly
· Accurately carry out routine procedures or set tasks requiring multi-step solutions
AO2: Reason, interpret and communicate mathematically
· Draw conclusions from mathematical information
· Construct chains of reasoning to achieve a given result
· Interpret and communicate information accurately
· Present arguments
· Access the validity of an argument and evaluate a given way of presenting information
AO3: Solve problems within mathematics and in other contexts
· Translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes
· Make and use connections between different parts of mathematics
· Interpret results in the context of the given problem
· Evaluate methods used and results obtained
· Evaluate solutions to identify how they may have been affected by assumptions made
AO1: Use and Apply Standard Techniques · Accurately recall facts, terminology and definitions
· Use and interpret notation correctly
· Accurately carry out routine procedures or set tasks requiring multi-step solutions
AO2: Reason, interpret and communicate mathematically
· Make deductions, inferences and daw conclusions from mathematical information
· Construct chains of reasoning to achieve a given result
· Interpret and communicate information accurately
· Present arguments and proofs
· Access the validity of an argument and critically evaluate a given way of presenting information
AO3: Solve problems within mathematics and in other contexts
· Translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes
· Make and use connections between different parts of mathematics
· Interpret results in the context of the given problem
· Evaluate methods used and results obtained
· Evaluate solutions to identify how they may have been affected by assumptions made
GO FURTHER: Skills Builder
We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for higher education and employability skills for the future. This year in Mathematics we will focus on TEAMWORK including group decision making and recognising the value of others. PROBLEM SOLVING by exploring complex problems by analysing cause and effect, and understanding through research. Furthermore, we want our students to STAY POSITIVE and be able to regulate their emotions and work through set backs.
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
In mathematics our nurture group scheme of work caters for many of our SEND students. We believe that to motivate and inspire our low attaining learners we need to customise their learning. We recognise these students will access the Foundation tier of entry at GCSE and to minimise demotivation have removed some higher grade topics altogether. We have also offered opportunities to maximise their success by giving them more time to master the basics than other classes might have.
We recognise and value ongoing research in this area and hope to promote mathematics resilience in our lower ability learnings by dispelling some of the negative experiences they have had in the past and promoting positivity and a ‘can do’ attitude. We hope to do this by focusing on the three key areas identified by Wilder and Lee (2013):
- A belief that studying maths is worth it (value)
- A growth mind set (belief)
- A recognition that learning is challenging but it is worth it (effort)
Specific approaches which are used within all of our mathematics lessons (including within nurture, foundation and higher schemes of learning) include:
- Seating to allow inclusion
- Differentiation activities to stretch and support in all lessons
- Resources are accessible yet challenging
- Displays and visual learning tools are used where necessary
- Where appropriate support from additional adults is planned to scaffold students learning
- Group work and discussion
- Clear teacher/student communication
- Feedback that allows students to make progress, whether written or verbal
- Independent study/homework.
- Intervention when required
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of mathematics, we;
- Work to identify barriers, interests and what might help each
pupil make the next steps in learning using lead practitioner research and actions to support. - Provide targeted support for under-performing pupils during
lesson time, such as targeted questioning, live marking and seating, in addition to revision lessons and intervention outside school hours. - Analyse class data and assess where gaps arise between pp and non-pp to provide targeted support during lesson time, in addition to revision lessons outside of school.
- Use strategies best suited to addressing individual needs, rather than just fitting pupils into their existing support strategies
- Ensure there are opportunities for students to make use of resources and gain homework support outside of lesson time through the use of Teams
- Provide students with revision materials to reduce financial burden on families
How do we make sure that our curriculum is implemented effectively?
The mathematics department is responsible for designing the mathematics curriculum and the Curriculum leader is responsible for monitoring its implementation. The leader also has the support of a number of staff to do this including the Headteacher (a mathematics specialist); the Assistant Headteacher; one Lead Practitioner and the Second in Department.
The curriculum leader ensures staff have access to professional development and training to ensure the curriculum requirements are met. This training includes wider pedagogical training delivered through whole school CPD but also training on areas more specific to department priorities. This CPD may include areas such as subject knowledge development to support our recently qualified and non-specialist teachers. At times maths specific CPD will also take place across the trust, in order to enhance teaching and further pupil progress. Across the MAT we have staff who mark for a range of exam boards at a number of levels, and so are able to provide vital CPD to the rest of the department to ensure reliability of data. These staff also share the training they have been on through utilising technology (recorded training).
Assessments are designed thoughtfully to assess student progress and also to shape future learning. Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum. Assessments are checked for reliability within departments and across the Trust. Gap analysis spreadsheets are used to identify areas of development for students and the maths department. Gap analysis is used by the curriculum leader to assess changes which may need to be made within the curriculum.
Curriculum resources are selected carefully and reviewed regularly. Designing shared resources as a department allows for career development opportunities for staff and ensures staff are in touch with the sequence of learning and lessons.
As part of this staff are regularly asked to give feedback on the curriculum and our Lead Practitioner keeps up to date with the most recent research and makes changes to our schemes of work as appropriate, in consultation with the curriculum leader. The curriculum leader’s monitoring is validated by senior leaders.
Numeracy
We also recognise that for the mathematics curriculum to be successful numeracy should be a valued part of the wider school community. As such the mathematics department works closely with other departments to ensure the curriculum supports the needs of other subject areas and the learning of our students. To do this we regularly review our curriculum and audit departments to ensure content is delivered in the correct sequence and make changes when it is not. A calculation policy to ensure consistency in the teaching of method across all subjects in the MAT. In 2019/2020 the mathematics department also sourced external funding and was able to deliver functional skills mathematics level 1 and 2 training to staff across the MAT.
How do we make sure our curriculum is having the desired impact?
We regularly review our curriculum and consider our schemes of work to be live documents which can always be improved. We triangulate using the following methods to ensure our curriculum is having the desired impact:
- Examination results analysis and evaluation
- Termly assessments based upon prior learning for retrieval-analysis and evaluation meetings
- Lesson observations
- Learning walks for KS3 and KS4 based upon departmental priorities
- Work sample for each year group cross referenced against milestone assessment end points
- Regular feedback from teaching staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil Surveys
- Parental feedback