Mr Richard Laverick – Subject Leader – firstname.lastname@example.org
Ms Becca Boulter – Lead Practitioner – email@example.com
Mr Nigel Bennett – Teacher – firstname.lastname@example.org
Dr Anna Hazel – Teacher – email@example.com
Ms Ashlie Williams – Teacher – firstname.lastname@example.org
Miss Christy Smithers – Teacher – email@example.com
Maths Curriculum Implementation
For more details about the maths curriculum, please email Richard.firstname.lastname@example.org
More about The Maths Department
The core of what we do, as a department, is to foster in our students a love of learning. Students do not learn maths solely for use in future work, as we recognise that not every student will work in a related field. Instead we emphasise the important skills gained through the learning of maths: communication, logical thinking, reasoning, rationalising, problem solving, financial awareness and team building, to name a few.
At the heart of each of our lessons is a belief that intelligence is not fixed. We develop a growth mindset in our students by focusing praise on the following positive norms:
1. Everyone can learn maths to the highest levels
2. Questions are really important
3. Maths is about connections and communication
4. Maths lessons are about learning not performing
5. Value depth over speed
6. Mistakes are valuable
7. Maths is about creativity and making sense
Key Stage 3
Throughout Key Stage 3, students develop a mastery approach to maths. Because of the nature of maths, you cannot move on to a more advanced topic until you have grasped both the concepts and methods of the underlying skills. For that reason we have split the curriculum up into 8 ‘blocks’ , or units, of work, each covering a wide range of skills of approximately the same difficulty, but form the foundation to the next unit.
We assess students four-five times each year, and from this identify gaps within their current unit. Students will then only be taught what they do not know. This means each class has a bespoke scheme of work, tailored to the students. Additionally, skills which students know something about, but haven’t mastered, will be looked at with retrieval tasks, starters, or linked lessons.
Most students start at the academy within the Fibonacci, Da Vinci or Pascal units. Archimedes provides the foundation to Fibonacci, then into Da Vinci, Pascal, Newton, Turing and Mirzakhani. Students will move to the next unit once they have demonstrated a mastery of the skills within their current unit. Each student will have their own starting point when they join us in September of Year 7, and therefore their learning journey is unique to them.
Home-learning in Key Stage 3 is primarily based around retrieval of knowledge either through Microsoft Forms, or tasks to retrieve skills from topics covered 2+ weeks ago.
Key Stage 4
In Key Stage 4 a similar system of assess, teach and review cycles are used. In Year 10/11 students will be assessed formally throughout the year on previous GCSE papers. Teachers will identify gaps in understanding for their class and will address these gaps before moving on to new content (especially content which relies on more basic skills being understood). Whilst students will be familiar with problem solving and key words throughout Key Stage 3, Key Stage 4 students will become much more familiar with the structure of GCSE exams, to help them better prepare.
Throughout Key Stage 4, students will follow cycles of low stakes assessment and teaching. Each cycle will start with an assessment (either Higher, Crossover or Foundation). From these assessments bespoke plans will be put in place for each class for the remaining lessons in the cycle. Therefore students will only ever be learning content that has been recently assessed, and they have got wrong. This could be because of a misconception that needs addressing, poor retrieval, or because the content is new (in which case the assessment seeks to find a base level of understanding within the skill). At the start of the new cycle, the assessments adapt to remove content that was understood previously, re-assesses content that was recently taught, and introduce new content in order to check for understanding.
Revision sessions are available after school for Year 11 in preparation for their GCSE exams (Covid regulations providing). We also recommend the use of Corbett Maths (www.corbettmaths.com) GCSE Pod (students can log in via office365 accounts) and SENECA as revision aids. See out How to Revise Maths Sheet below.
Other opportunities for maths enrichment include the UKMT Individual Maths Challenges, and the Team Challenge.
We recommend a A Casio FX-83GTX or Casio FX-85GTX calculator and a standard maths set containing a protractor and a compass.