"We believe that every child has the right to reach their full
potential in a happy, caring and stimulating environment."
Teaching and Learning in Mathematics
Maths is fun! Our aim is to have every pupil reach their
full potential in Mathematics, and hopefully, enjoy mathematics and
it's applications along the way.
In lessons, teachers use of a variety of teaching and learning
strategies in order to engage and inspire pupils, which includes
interactive learning, group work & ICT.
In view of the changes to the curriculum, we have chosen to
follow a 'Mastery' scheme of work, enabling pupils to focusing on
their fluency between topics, their mathematical reasoning and the
application of the aforementioned to solve more complex, contextual
This is a very challenging scheme, which will be considered
later, however, the rational is that pupils are given a broad and
fulfilling mathematics education that will adequately prepare them
for whatever they choose to do after high school.
To account for the challenge embedded within the scheme, we have
developed three tiers at KS3 to ensure that each pupil is
challenged and makes the maximum amount of progress.
Each scheme incorporates elements of the following subject
- Ratio, proportion and rates of change
- Geometry and measures
Assessment of Learning
In Mathematics, pupils are set according to ability. Primarily,
this is based on KS2 scores, followed by a Baseline Assessment
early in Year 7 to establish accurate levels. Following this, each
year group has six tracking windows throughout the year where
progress is assessed and evaluated.
In addition, ongoing progress is monitored regularly by
classroom teachers and intervention is implemented where
New GCSE Mathematics
Additional documentation is attached to detail the changes to
Needless to say, the changes will provide a great deal of
challenge for our pupils and it is important that they are working
to the best of their ability throughout their maths education.
Some of the key changes are as follows;
- The volume of subject content has increased,
- The demand of the content has also increase significantly at
both Higher and Foundation level,
- Examination time has increased from 3 ½ hours to 4 ½,
- There are less marks available at lower grades and more marks
available at higher grades,
- A 1 - 9 grading structure rather than the more familiar A* -
- Pupils are required to memorise formulae rather than being
provided with them at the front of the examination paper.
Please see attached files detailing revision advice and useful
websites (pupils have login details) so that they can be proactive
with their revision.
- Mr G Tomlinson (Faculty Leader)
- Miss S Collins (Deputy Faculty Leader)
- Mrs K Lamb (Assistant Head Teacher)
- Mr M Crow
- Mr C Enright
- Mr C Farrell-Jarvis
- Mr R Power
- Miss R Bukhari
- Mr R Anderson-Fitter
- Mr D Crehan
To find out more about the subject and course