Staff members with responsibilities

  • Mr Fox – Head of Maths
  • Mrs Turnbull – Second in Maths
  • Miss Jaggers - Numeracy Coordinator
  • Mr Carswell – Deputy Head Teacher
  • Mr Wyness – Deputy Head Teacher
  • Mr Armstrong – SENDCo
  • Miss Coles – Additional Maths Coordinator
  • Miss Hester - Maths Teacher
  • Mr Elders - Maths Teacher
  • Mrs Wilding - Maths Teacher

KS3 curriculum

In Year 7, 8 and 9 students follow a scheme of work, in line with the National Curriculum. The Scheme of work is delivered in an order which is tailored to the individual class’ needs. These needs are identified through regular teacher and class assessment.

The new national curriculum for mathematics aims to ensure that all pupils:

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately.

Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At St. Hild’s the Maths curriculum in Year 7-9 has been developed to embed key topics and skills by teaching topics in depth and problem solving. There are between 15 and 21 units per year. Each topic is assessed in class with a short unit test that is tracked so an individual student profile is built across KS3. Students also complete 5 key assessments throughout the year, these tests are cumulative and assess all topics studied to that point. This means that students will only be assessed on topics they have been taught throughout the year of study. The assessment schedule means for each student we have an indication of their overall proficiency at Maths, as well as detailed information on their proficiency at each individual topic.

Why do this?

All interventions tailored by topic with ease.

No hiding from poor performance.

KS4 curriculum
– AQA Mathematics 8300

GCSE Mathematics should encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. The course aims to help learners develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. In KS4 mathematics, topics that have been in KS3 continue to be taught in a progressively greater depth, GCSE outcomes may reflect or build upon subject content which is typically taught at key stage 3.

The aims of KS4 are to enable students to:

• Develop knowledge, skills and understanding of mathematical methods and concepts.

• Acquire and use problem-solving strategies.

• Select and apply mathematical techniques and methods in mathematical, every day and real world situations.

• Reason mathematically, make deductions and inferences and draw conclusions

• Interpret and communicate.

 

AQA GCSE Examinations

AQA GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series. The information in the table to the right is the same for both Foundation and Higher tiers.

Pathways into further education

Gaining a good grade gives students an increased chance of success at Post-16 – specifically with Maths and Further Maths A level but also other numerate and/or logic based A levels such as Engineering, Technology, Chemistry, Physics, Biology, Geography, Psychology, Computer Programming and Philosophy.

Job opportunities

Achieving a good level of maths is important for young people to compete in today’s labour market. Surveys repeatedly show that employers are dissatisfied with the numeracy skills of school and college leavers, and many use these qualifications as a filter in their recruitment processes. For young people leaving education without a good level of maths, their chances of finding employment are lower, they are likely to earn less, and they have limited opportunities for progression into further education and training.

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Homework

A variety of homework tasks will be regularly set for each class. Some will be hand written and others will need to be completed online. Sometimes, a student may have both styles of homework at one time. If your child does not have access to the internet at home, please contact their Mathematics teacher who can print out a paper copy of the work for them. Alternatively, students are advised to use the laptops available in F32 during lunchtime or after school on Thursday. Homework forms an important role in consolidating work studied in class and enabling students to understand the mathematical processes involved. If a homework task is not completed, then a detention will be issued. The student will be expected to complete the homework task during this detention.

Homework is set on the vle.mathswatch.co.uk website for which each student is given an individual login by their class teacher – if they lose this login you can contact their teacher to have a new password issued.

Homework Includes:

  • Review and practise of work studied in class to consolidate learning.
  • Learning or practicing core numeracy skills (such as times tables or mental arithmetic skills).
  • Revising or preparing for assessments.
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