Mathematics

Vision / Intent:

The Mathematics Department will provide students with exciting, relevant and challenging Mathematics, delivered by dedicated staff. Students will understand the underlying principles of the mathematics they learn, making links and developing reasoning skills and logical thinking. They will progress towards being independent mathematicians who can identify and correct misconceptions for themselves. Students will develop their confidence to tackle a range of problems. 

To achieve this, staff will design and develop simple and effective systems and interesting and effective teaching ideas and resources to enable classroom delivery and promote mathematics across the school.

The Department:

The Department has seven dedicated maths classrooms in two Maths areas. The department consists of: 

Mr M. Rose - Deputy Assistant Head Teacher, Interim Head of Maths

Miss G. Simmons - Key Stage 4 Co-ordinator

Mrs L. Fairbrass - Key Stage 3 Co-ordinator 

Mr I. Wallis - Lead Practitioner

Mrs R. Hills - Teacher of Maths

Mrs S. Doyle - SENCO, Teacher of Maths

Mr P. Jones - Deputy Head Teacher, Teacher of Maths

Mr J. Richardson - Assistant Head Teacher, Teacher of Maths

The Curriculum:

KS3

At KS3 students follow the White Rose Maths scheme of work. This allows students to build upon methods and skills they will have developed at key stage 2. The scheme of work focuses on developing fluency, reasoning and problem solving skills. At New Line Learning Maths department we focus on challenge and extension through depth of understanding rather than the speed in which we move through the content. Students are encouraged to work independently, in pairs and in group situations to develop their problem solving skills. 

KS3 Topic Overview and Assessment

In KS3 pupils cover the topics of algebra, place value, proportion, application of number, fractions, lines and angles, number reasoning, percentages, circles, area, ratio, rates of change, statistics and 3d shapes.  The focus is predominantly on gaining a deep understanding for each of the topics, in preparation for the commencement of their GCSE course. Assessments are completed bi-termly, initially to provide a baseline knowledge level and then again at the end of each year to determine the progress made by the pupil.  Assessments are split into the three key areas of fluency, reasoning and problem solving, enabling the students to understand where there strengths are and how they can progress.

KS4

At NLL we sit the EDEXCEL GCSE examination. Students will either undertake the Foundation or Higher route depending on prior attainment. The exam consists of three papers, one non calculator and two calculator papers. Students are expected to be able to solve mathematical problems and know key formula off by heart. We offer extra interventions during after school sessions for key stage 4 students. 

KS4 Topic Overview and Assessment

Students cover topics from the following key areas:

  • Algebra
  • Geometry and Measures
  • Number
  • Probability
  • Ratio, proportion and rates of change
  • Statistics

The new GCSE specification builds on the content, knowledge and skills developed at Key Stage 3. During Key Stage 4 pupils are encouraged to take an increased responsibility for their work. They will become fluent in making connections between the different areas of Mathematics and its application in the world around them. Pupils will learn the importance of precision and rigour. The academy offers a condensed Key Stage 3 and a 3-year GCSE.

At GCSE pupils follow the Edexcel linear course. They sit exams at the end of year 11.

Pupils are entered at either the Higher or Foundation tier, where grades are available as follows;

Higher 9 - 4
Foundation 5 – 1

The level of entry for each pupil is made following Year 11 mock exams and based on the individual pupils' attainment and efforts.

Students are assessed at the start and end of every topic to track their progress and understanding. In year 11 Students will complete regular past paper examinations in order to identify and close gaps in their knowledge.

Opportunities:

Students will develop a vital understanding of mathematics that will stand them in good stead to continue their studies at post 16. Students that chose not to study to post 16 level will gain an appreciation of numbers applicable to real world situations that will benefit them in their personal and professional lives.

Enrichment

Students will have the opportunity to take part in National Mathematics Competitions such as The UK Mathematics Trust Junior and Intermediate competitions and the National Maths Challenge award. There will be opportunities for the students to attend problem-solving workshops and visit universities to take part in Maths enrichment days. 

Assessment & Key Performance Indicators 

Assessment:

Assessment at Key Stage 3:

Students in Year 7 and 8 will undertake a baseline assessment at the start of each unit to determine prior knowledge. At the end of each unit, students will sit an assessment in the same format that will determine and evidence the amount of progress made during the teaching period. To allow these to have a formative element the students will then complete some work, which closes identified gaps. All of the assessments are designed to contain at least 40% reasoning and problem solving elements in order to prepare students for the style of questions they will encounter in the new specification GSCE.

Throughout both years’ students will be graded in line with the newly formed GCSE Grades 1-9 (with the addition of an Entry Level and Novice Level) to allow all our students to see their progress across all 5 years of their secondary Maths education. Reports however will indicate only whether the student is working towards, on track, or exceeding their target.

Assessment at Key Stage 4:

Students in Key stage 4 will also have a baseline assessment at the start of a topic and an end of topic assessment after every unit of work. These will also have a formative approach, presenting opportunities for students to address weaknesses under the direction of their teachers. These assessments are designed to cover a range of reasoning and problem solving skills in line with new specification content.  In addition, all students will sit a GCSE paper as a summative assessment for each reporting cycle.

At the end of Year 9 and 10, students will take the full set of all three exam papers in the same style as they would at the end of year 11.

In year 11 apart from the Unit tests students will also have two Mock Exams, one in November and the other in March, to further prepare them for their final GCSE Exams.

All students will finally sit the Edexcel 11MA1Exam at either the Foundation or Higher Tier.

How do staff and students within the department use KPIs?

KPIs are completed after each baseline assessment in blue at the beginning of a unit to identify prior knowledge. The students are then required to fill in their KPI in a contrasting colour, depending on term, once they have either been assessed meeting it during a lesson or within a unit assessment.

Where are the KPIs located?

At the back of the students’ exercise book in plastic wallets.

Where will assessed work be found?

Baseline and end of Unit assessments are kept in students’ Progress Folders. In year 11 practice examination papers are kept in their progress folder and inform next steps.

How often will students complete an assessed piece of work?

At the start of each unit through a baseline assessment and at the end of each unit in order to determine progress. 

What measures does the department complete to ensure the assessment outcomes are accurate?

Moderation Monday enables us as a department to look at each other’s books and how we are using KPIs. Assessments and grade boundaries are shared. 

Key Performance Indicators: