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Mathematics

Achieving Excellence Beyond Belief

Curriculum - Mathematics / Statistics

Mathematics

Subject Name: GCSE (9-1) Mathematics

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Department Vision & Ethos

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INTENT

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KS3/4

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It is our intent to: 

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● provide evidence of students’ achievements against demanding and fulfilling content, to give students the confidence that the mathematical skills, knowledge and understanding that they will have acquired during the course of their study are as good as that of the highest performing jurisdictions in the world

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● provide a strong foundation for further academic and vocational study and for employment, to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education. This includes Level 3 mathematics courses as well as Level 3 and undergraduate courses in other disciplines such as biology, geography and psychology, where the understanding and application of mathematics is crucial

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● provide (if required) a basis for schools and colleges to be held accountable for the performance of all of their students.

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● provide a correct scope and sequence that a broad content covered under the curriculum is fully coherent and balanced enabling students of different abilities to: 

  • develop fluent knowledge, skills and understanding of mathematical methods and concepts

  • acquire, select and apply mathematical techniques to solve problems

  • reason mathematically, make deductions and inferences, and draw conclusions

  • comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

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KS5

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It is our intent to enable students to understand mathematics and mathematical processes in ways that promote confidence, foster enjoyment and provide a strong foundation for progress to further study, extend their range of mathematical skills and techniques, understand coherence and progression in mathematics and how different areas of mathematics are connected, apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general. We intend to enable students to use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale

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​for these decisions clearly, reason logically and recognise incorrect reasoning, generalise mathematically, construct mathematical proofs, use their mathematical skills and techniques to solve challenging problems which require them to decide on the solution strategy, recognise when mathematics can be used to analyse and solve a problem in context and represent situations mathematically understanding the relationship between problems in context and mathematical models that may be applied to solve them. We intend to help students to draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions, make deductions and inferences and draw conclusions by using mathematical reasoning, interpret solutions and communicate their interpretation effectively in the context of the problem, read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding, read and comprehend articles concerning applications of mathematics and communicate their understanding, use technology such as calculators and computers effectively, and recognise when such use may be inappropriate and take increasing responsibility for their own learning and the evaluation of their own mathematical development.

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IMPLEMENTATION

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How the curriculum is implemented?

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To ensure high quality implementation of the curriculum with fully comprehensive delivery across each key stage we have ensured the following:

  • SOW strongly embedded within each key stage – CL carries quality assurance of the SOW and the curriculum to ensure the coherence, a well-balanced and broad Maths education under a very coherent curriculum.

  • Collaboration in curriculum design is absolutely vital, involving ML, CL, SLT, teachers.

  • At KS3/4 the Mathematics curriculum students are set in ability groups, there are 2 tiers within the scheme of work providing a differentiated structure so that all levels of ability can access the new curriculum. Providing stretch to different ability students preparing them for the rigors of the higher and foundation GCSE and beyond. Whilst also preparing and supporting learners in building their confidence in using mathematical techniques, problem solving and reasoning. Assessments are done at the end of each unit of work and termly to get students used to consolidating their knowledge and solving problems individually.

  • At KS3 students use Times Table Rockstars to encourage them to put the essential building blocks in place. Students are encouraged through a variety of competitions in school to improve their ability to recall their times tables, thus aiming to remove one barrier students face when tackling more complex mathematical problems.

  • ActiveLearn subscription available for both teachers and students, allowing both accessing high quality new specification resources and tools to help improving learning (used for homework and independent study).

    • Resources available allow teachers sharing lesson planning to ensure high quality lessons planned across the department and consistency of its delivery across all key stages. CL provides quality assurance to ensure the coherence.     

    • Interactive questions – students can access thousands of differentiated activities that help them progress at their own pace and level. With on screen hints and instant targeted feedback that motivate learners to work independently, work out where they have gone wrong, try again and discover what to try next.

    • Students can access support when they need it with 'Learning aids' and 'Help me solve this' features built into ActiveLearn interactive exercises. Interactive worked examples also guide students through questions by breaking them down into simple step.

    • Students can access explanatory videos to help them tackle tricky questions, showing how to plan, solve and display an answer (used for homework and independent study).

    • Teachers can receive accurate reports and evidence of learning against lesson learning objectives, and then feedback to groups or individual student. And as the student's progress is tracked over time, further reports can be generated and shared with colleagues or parents.

  • MathsWatch subscription available for both teachers and students, allowing both accessing high quality new specification resources and tools to help improving learning (used for homework and independent study).

  • KS5 - ATM website used regularly to set more posing problems which the students can take part in

  • KS5 - Senior Maths challenge poses more difficult questions to stretch students’ learning.

 

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IMPACT

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What can be expected by the end of each key stage (for KS4 this will the end of course)

By the end KS3 students will be familiar with key mathematical skills that they will need to be successful at GCSE and beyond. Students will begin to be able to problem solve through a variety of methods to come up with solutions and be able to reason their answers. Students will develop a deeper understanding of the links between topics and not see them as individual entities. This will be done throughout the year as units will refer to topics taught previously to recap and develop their understanding between the links in Mathematical content. Through this and students being given the opportunity to reflect on their progress and review where area of weaknesses may be. Students will become more skilled Mathematicians able to identify areas they need to work on in KS4.

By the end of KS4 students would have achieved the following aims and objective of the Pearson Edexcel Level1/Level 2 GCSE (9-1) in Mathematics. They would have developed fluent knowledge, skills and understanding of mathematical methods and concepts; acquired, selected and applied mathematical techniques to solve problems; reasoned mathematically, made deductions and inferences, and draw conclusions; they would have mastered how to comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

By the end of KS5 students should be able to use and apply standard techniques, select and correctly carry out routine procedures and accurately recall facts, terminology and definitions. They should be able to reason, interpret and communicate mathematically and be able to solve problems within mathematics and in other contexts. Students will be able to progress from this qualification to a range of different, relevant academic or vocational higher education qualifications, employment in a relevant sector or further training.  

KS4 Option 

Year 7 Grade Descriptors

KS5 Option 

Year 8 Grade Descriptors

PDF Version

Statistics

Subject Name: GCSE (9-1) Statistics

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Department Vision & Ethos

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INTENT

 

KS3/4

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It is our intent to develop students’ transferable skills to introduce them to the skills of statistical enquiry, and practise the underpinning statistical calculations and interpretation using real world data and authentic contexts. Our intent is to supports skills development for students’ progression to a range of subjects and develops an awareness of statistics beyond the classroom.

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It is our intent to provide a fully coherent curriculum: 

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● that incorporates numerous examples of real-life data and contexts, which builds skills that students will use in other subjects, such as science and geography. Based on the principles of the statistical enquiry cycle, students will gain a rounded understanding of how to interpret and apply data to a number of scenarios, both across subjects and in the real world.

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● that includes plenty of worked examples, practice exercises and exam-style questions, with an increased focus on the statistical enquiry cycle and lots of real-life examples.

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● that aligns with the qualification's Scheme of Work and maps to GCSE (9–1) Mathematics, giving teachers a coherent approach to teaching and learning.

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● that uses an innovative unit structure to challenge students to master the topic and offer extra support for those who need it.

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● that provides a strong foundation for further academic and vocational study and for employment, to give students the appropriate statistical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education.

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● that supports progression to A Level Mathematics. The focused study of statistics offered by this qualification lays foundations of knowledge, understanding and skills that can be further developed in the study of the compulsory statistics content of the new A Level Mathematics.

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IMPLEMENTATION

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How the curriculum is implemented?

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To ensure high quality implementation of the curriculum with fully comprehensive delivery across each key stage we have ensured the following:

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  • SOW strongly embedded within the course (with 9hrs of timetabled lessons assigned a fortnight) – CL carries quality assurance of the SOW and the curriculum to ensure the coherence, a well-balanced and broad Statistics education under a very coherent curriculum.

  • Collaboration in curriculum design is absolutely vital, involving ML, CL, SLT, teachers.

  • At KS4 the Statistics curriculum students can be entered at either foundation or higher tier within the scheme of work providing a differentiated structure so that all levels of ability can access the new curriculum. Providing stretch to different ability students preparing them for the rigors of the higher and foundation Stats GCSE and beyond. Assessments are done at the end of each unit of work and termly to get students used to consolidating their knowledge and solving problems individually.

  • Active Learn subscription available for both teachers and students, allowing both accessing high quality new specification resources and tools to help improving learning (used for homework and independent study).

    • Resources available allow teachers sharing lesson planning to ensure high quality lessons planned across the department and consistency of its delivery. CL provides quality assurance to ensure the coherence.     

  • MathsWatch subscription available for both teachers and students, allowing both accessing high quality new specification resources and tools to help improving learning (used for homework and independent study).

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IMPACT

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What can be expected by the end of key stage 4 (this will be the end of course)

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By the end of KS4 students would have achieved the following aims and objective of the Pearson Edexcel GCSE (9-1) in Statistics. They would have developed a better understanding of:

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  • the need for careful planning – designing hypotheses and issues or constraints relating to data collection, including sources, sensitivity and reliability of data

  • appropriate methods for collecting, processing and representing data

  • the potential for using technology in collecting, processing and representing data

  • appropriate diagrams and statistical measures including the interpretation of results from statistical packages

  • reasons for choosing particular techniques in data collection, diagrammatic representation or statistical measures

  • making comparisons between sets of results, making inferences and interpreting findings in context

  • considering the significance of findings and recognising weaknesses in the approach taken at each stage

  • the need for clear and concise communication of findings.

 

By the end of this course students would have had many opportunities to apply statistical techniques to solve problems within the framework of the statistical enquiry cycle. This would allow students experience the application of statistical techniques in the future across the curriculum, in subjects such as the sciences, social sciences, computing, geography, business and economics, and outside the classroom in the world in general.

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