Vision / Intent:
The Mathematics Department will provide pupils with exciting, relevant and challenging Mathematics, delivered by dedicated staff. Pupils 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. Pupils 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 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
At KS3 pupils follow the White Rose Maths scheme of work. This allows pupils 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. Pupils 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 pupils to understand where there strengths are and how they can progress.
At NLL we sit the EDEXCEL GCSE examination. Pupils 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. Pupils 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 pupils.
KS4 Topic Overview and Assessment
Pupils cover topics from the following key areas:
- Geometry and Measures
- Ratio, proportion and rates of change
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.
Pupils are assessed at the start and end of every topic to track their progress and understanding. In year 11, pupils will complete regular past paper examinations in order to identify and close gaps in their knowledge.
Pupils will develop a vital understanding of mathematics that will stand them in good stead to continue their studies at post 16. Pupils 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.
Pupils 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 pupils to attend problem-solving workshops and visit universities to take part in Maths enrichment days.
Assessment & Key Performance Indicators
Assessment at Key Stage 3:
Pupils 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, pupils 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 pupils 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 pupils for the style of questions they will encounter in the new specification GSCE.
Throughout both years’ pupils 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 pupils to see their progress across all 5 years of their secondary Maths education. Reports however will indicate only whether the pupil is working towards, on track, or exceeding their target.
Assessment at Key Stage 4:
Pupils 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 pupils 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 pupils will sit a GCSE paper as a summative assessment for each reporting cycle.
At the end of Year 9 and 10, pupils 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 pupils will also have two Mock Exams, one in November and the other in March, to further prepare them for their final GCSE Exams.
All pupils will finally sit the Edexcel 11MA1Exam at either the Foundation or Higher Tier.
How do staff and pupils 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 pupils 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 pupils’ exercise book in plastic wallets.
Where will assessed work be found?
Baseline and end of Unit assessments are kept in pupils’ Progress Folders. In year 11 practice examination papers are kept in their progress folder and inform next steps.
How often will pupils 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.