Subject:  Mathematics

 

CURRICULUM INTENT

The intent of our Mathematics curriculum is to design a learning experience that is accessible to all and will maximise the development of every child's ability and academic potential.

Our aim is to produce well-rounded mathematicians who have a great depth of understanding within the subject and who are able to apply this knowledge to solve problems both inside and outside of the classroom environment.

The curriculum provides the opportunity for students to see how topics interleave and thus develop their own retrieval skills, enabling them to link concepts and theories together when exploring mathematical situations.

 

IMPLEMENTATION

The content and principles underpinning our Mathematics curriculum here at Archbishop Temple School focus primarily on the teaching of our pupils, which is underpinned by methodical curriculum design and supported by carefully-crafted lessons and resources to foster deep conceptual and procedural knowledge.

 

Programmes of Study

Year 7

In Year 7, students are taught the fundamental principles which will enable them develop their mathematics over the next five years. All pupils follow the same rigorous Scheme of Work which develops topics previously taught at KS2. Pupils are introduced not only to procedural content, but also to the world of problem-solving. By the end of the year, all pupils should be familiar and fluent with basic algebraic techniques, ratio and proportion, fractions, decimals, factors and coordinate geometry.

   

Year 8

The Year 8 Programme of Study introduces pupils to the use of formula (both creating and using them) in order to develop problem-solving techniques. Essentially, basic skills from Year 7 are built upon in the first half the scheme of work. These algebraic skills are expanded upon and pupils develop skills in solving complex equations and number patterns. As the scheme develops, pupils are introduced to Geometry; this involves both area and angular measurements of shapes (often this is entirely new to pupils) but requires skills taught previously in Year 7. Towards the end of the year, Statistics and the world of data analysis is introduced to pupils. This area is fundamental in showing pupils the relevance of everyday data and how it can be interpreted and used to influence predictions and trends.  

 

Year 9

As we approach the end of Key Stage 3, pupils’ skills are further tested and developed. Many new topics are taught at this stage, enabling pupils to develop them at Key Stage 4. The year begins with number work. Here, pupils are shown how to manipulate Indices and Surds and then apply them in the shape-based modules which follow. The often scary world of Trigonometry is opened up to pupils and, for the first time, the use of a calculator is explored.  Further problem-solving techniques are looked at, using Simultaneous Equations coupled with developing linear graphs (seen in Year 7) which brings a whole host of topics together. As the course nears its end, pupils begin to understand the concept of Probability and how this plays a huge part in life outside the classroom setting.   

 

Year 10 & Year 11

At the start of the course in Year 10, pupils follow one of three courses which suits their individual needs. All three schemes of work develop and extend work from Key Stage 3. The four strands of mathematics: Number, Algebra, Geometry and Data Handling are all covered in depth in order to further enhance a pupil’s ability to problem solve and to master skills within the subject. The course allows pupils to gain confidence within the subject and develop their understanding so as to allow them to reach their own potential. This culminates in an intensive revision programme which begins at the start of the Spring Term in Year 11. 

 

IMPACT

The impact of our Mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts.

High-quality assessments allow pupils in our care to demonstrate their growing understanding of the subject, whilst also allowing teachers to assess the impact of their teaching; these assessments are taken at the end of each unit.  In addition, teachers focus on formative assessment lesson by lesson.

Our formative assessments are designed to support students in achieving fluency in each topic. This means that in lessons pupils are quizzed on prior knowledge in order to embed these skills in their long-term memory. Our teachers explicitly teach the meaning of subject-specific language and we expect lessons to contain challenging and purposeful material.

Every child has an equal right to an interesting and challenging curriculum. By teaching this curriculum well and developing effective habits in our pupils we bring out the best in everyone.

Marking and Assessment

Refer to ARR policy (Firefly)

Formal assessments will take place at the end of each half term throughout the Scheme of Work of which staff will provide feedback and guidance as to how to improve. There will be regular monitoring of students’ work during lessons, the vast majority of this will be verbal feedback to guide students in class, so as to have the maximum impact upon their learning. We make the most of the opportunity for peer and self-evaluation throughout each lesson. Home learning is marked and delivered through the Sparx home learning package which is monitored weekly.

Examinations

Edexcel GCSE Mathematics (1MA0H/F)

Students will take three end-of-course examinations at the end of Year 11. This comprises of one Non-Calculator and two Calculator examination papers (each 1hr. 30 mins. duration).

 

Careers and Progression

Upon leaving Archbishop Temple, a good mathematics qualification can open up so many career opportunities. It’s not surprising that mathematics was the most popular A-level choice in 2019 of those pupils leaving Archbishop.

Mathematics is one of the best subjects to develop your analytical, research and problem-solving skills. Not only will studying mathematics help give you the knowledge to tackle scientific, mechanical, coding and abstract problems, it will also help you develop logic to tackle everyday issues like planning projects, managing budgets and even debating effectively.

A spokesperson for the Institute of Mathematics and its Applications says: "A-level maths is tremendously important. It provides a firm foundation for all scientific, technical, engineering and mathematical careers and a flying start for many other types of career, such as those in finance, medicine, agriculture … etc. The list is endless!"

Maths A-level is essential for degrees in physics, engineering, actuarial science, economics and, of course, maths, although you may need to study a further maths course as well to do this.

Maths is recommended, or sometimes required, for: computer science, accounting, chemistry, biology and life sciences, medicine/nursing, dentistry, business studies, management studies, finance, architecture, geology, psychology, surveying and even philosophy.

Maths 5 year Curriculum Plan