Welcome to the Maths Department
Intent: ‘Love Life Love Maths’
Our main intention when designing a maths curriculum is that pupils are able to enjoy the maths that they are taught and see its relevance to them while at the same time progressing through topics as well as being able to link them together to solve problems.
At both key stages we want to provide early opportunities to solidify knowledge of essential building blocks of maths. Throughout the curriculum there are then opportunities to interleave these building blocks with other more complex ideas. There is an emphasis on consistent revisiting of topics and formal and informal testing of topics covered.
Regular opportunities to explore the mathematical language used in questions are built in to the curriculum. This is done using prompt questions and giving students time to use these before whole class discussions on the vocabulary used.
Regular retrieval practice gives lots of supported opportunities to revisit topics and assist with revision.
Why learn Maths?
Studying maths helps us find patterns and structure in our lives. Practically, maths helps us work with money, create graphics, design websites, build skyscrapers and generally understand how things work or predict how they might change over time.
It could be said that mathematics is fundamental in the education of children since maths teaches them to think. It develops our reasoning, helping us to think quickly and analytically and its use can be applied in your day to day life. If you are able to understand mathematics and arrive at logical solutions, you will be able to solve real life problems.
Maths is so much more than just a compulsory subject – the career possibilities can be endless. The benefits that having a good understanding of maths can provide students in the future, such as a bigger college choice and a better paying job in their profession, are endless.
Mathematics is essential in a world of constant change. Mathematics appears in art, music, science, engineering, statistics, education, technology and more. New technologies are changing the way we work and live and mathematics can be very useful in understanding how and why things work the way they work. The combination of a skills shortage and a growing need for maths skills means more and more employers are on the lookout for budding mathematicians!
During year 7, students will study the following topics:
Area and Perimeter, Place Value, Negative Numbers, Calculations, BIDMAS, Estimating and Approximations, Substitution, Fractions, Using Measures, Using Scales, Time, Using a Calculator
During year 8, students will study the following topics:
Plotting Graphs, Ratio and Proportion, Factors, Multiples and Primes, Statistics, Probability, 2D Shapes, Money, Algebra, Percentages, 3D Shapes
During year 9, students will study the following topics:
Percentages, Circles, Money, Averages, Sequences, Measuring and Constructing, Angle Rules, Transformations, Pythagoras and Trigonometry, Compound Units, Congruency and Similarity
In terms 1 and 2, students will study either the ‘working towards’ topics, ‘crossover’ topics’ or ‘working above’ topics. At any point students may move onto the crossover or working above content (teacher discretion). These are identified below:
GCSE Maths ‘working above’ topics: Recurring fractions, Fractional/negative indices, Product rule, Upper & lower bounds, Surds including rationalising, Expanding & factorising, Rearranging equations, Sequences (including quadratics), Coordinate geometry, Surface area & volume - cylinders, cones, spheres & frustums, Transformations, Quadratics including the formula & iteration, Simultaneous equations, Direct and inverse proportion, Similarity in 2D & 3D, Graphs of trig functions, Further trigonometry, Using graphs of circles, cubes and quadratics, Gradient and area under graphs, Circle geometry – gradients/tangents, Circle theorems.
GCSE Maths ‘crossover’ topics: Rounding and Error Intervals, Estimation, Use of Calculator, Product of Prime Factors, HCF & LCM, Real Life Multiples, Fractions, Ratio, Direct Proportion, Proportion - Best Value, Proportion – Recipes, Proportion - Exchange Rates, Inverse Proportion, Percentages, Interest and Growth, Depreciation and Decay, Reverse Percentages, Index Laws, Expand and Simplify, Sequences, Inequalities, Solving Equations, Forming and Solving Equations, Factorising, Subject of, Standard Index Form, Alternate/Corresponding Angles, Interior and Exterior Angles, Plans and Elevations, Constructions, Bearings, Pythagoras, Trig - Finding Sides, Trig - Finding Angles, Trig - Non Calculator, Pythagoras with Trig, Circles, Arcs and Sectors, Surface Area and Volume, Coordinate Geometry, Straight Line Graphs, Non-linear Graphs, Speed, Distance, Time, Compound Measures, Real Life Graphs, Congruence, Similar Shapes, Reflections, Rotations, Translations, Enlargements, Combined Transformations, Vectors, Simultaneous Equations.
GCSE Maths ‘working towards’ topics: Integers and Place Value, Decimals, Indices, Powers and Roots, Factors, Multiples & Primes, Fractions, Percentages, FDP, Measurements and units, Circles, 2D shapes, Symmetry, Simple constructions, Perimeter and area, Angles, 3D forms, Algebra - the basics, Expressions and substitution.
In term 3 students will study either GCSE Statistics Foundation or GCSE Statistics Higher topics. These are identified below:
GCSE Statistics higher topics: Types of data, Population and sampling, Sampling methods, Planning and collecting data, Qualitative and discrete data, Continuous data, Tabulation, Measures of central tendency, Measures of dispersion, Box plots, Correlation, SRCC and PPMCC, Moving averages, Simple and theoretical probability, Tables and diagrams, Index numbers, Binomial distribution, Normal distribution and standardised scores, Quality assurance.
GCSE Statistics Foundation topics: Types of data, Population and sampling, Sampling methods, Planning and collecting data, Qualitative and discrete data, Continuous data, Tabulation, Measures of central tendency, Measures of dispersion, Box plots, Correlation, lines of best fit and SRCC, Moving averages, Trends, Simple probability, Theoretical probability, Two-way tables, Sample space diagrams, Tree diagrams, Venn diagrams, Interpreting index numbers, Simple calculations.
Class teachers deliver a bespoke scheme of learning for each individual class based on gaps in learning from year 10. Year 11 will then spend the remainder of the year on revision and exam preparation.
Mrs L. Mainwaring
Head of Department
Mr S. Fern
Second in Department
Mr P. Glover
Teacher of Maths
Miss C. Lindley
Teacher of Maths
Miss E. Hird
Teacher of Maths
Miss H. Evans
Teacher of Maths
Mrs S. Kamal
Teaching Assistant of Maths