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Mathematics

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“Do not worry about your difficulties in Mathematics. I can assure you that mine are greater still.” Albert Einstein

“If I were again beginning my studies, I would follow the advice of Plato and start with mathematics.” Galileo Galilei

Mathematics, a universal language that enables understanding of the world around us, is an integral part of the curriculum. It has provided solutions to some of history’s most intriguing problems and is critical to science, technology, engineering and necessary for financial literacy and most forms of employment. Studying mathematics nurtures the development of a logical and methodical mindset, as well as helping to learn key skills needed to solve all manner of problems. Attainment in the subject is also key to opening new doors to further study and employment. However, despite its importance, for many the subject remains mysterious and difficult, only accessible to those who seem to be ‘naturals’. Our aim, as the mathematics team, at Nunnery Wood High School is simple; we want to remove this myth to create a mathematics curriculum where all of our students enjoy, and rise to, the challenges of our beautiful subject.

Our mathematics curriculum is ever evolving and it is brought to life every day by a dedicated and experienced team of mathematics staff. Throughout its development the team has always endeavored to ensure the long-term learning of mathematical concepts and ideas for all of our students. Presently it has the following key features:

All students are fully engaged with their journey through their particular curriculum pathway. All students use knowledge organisers to track and chart their progress through their various units of study. These knowledge organisers are fully integrated with HegartyMaths, an online learning package available to all students, which promotes opportunities for further independent study. Our hope is that all of our students and staff are fully aware of their strengths and weaknesses within the subject.
All students are given ample time in lessons to practice and hone their skills. We know that giving students the time to practice is key in developing confidence in mathematics and in arming students with the skills needed to tackle more complex problems moving forward.
The feedback the mathematics team give to students is proactive in its approach as we want our students to learn from their mistakes and to improve their understanding. Small unit assessments are undertaken regularly by students to chart their progress and all students are given regular opportunities to review and reflect upon this assessed work (DIRT). Students also regularly complete ‘deliberate’ practice on areas of study carefully chosen by their mathematics teacher, the person that knows them best.
The curriculum is also designed so that new units of study build upon prior knowledge gained by students. We plan learning across our curriculum, and within individual lessons, so that students should expect to build upon concepts learned previously. We want our students to see and experience mathematics as a highly interconnected and creative subject area.

Our mathematics team all know that mathematics can stimulate moments of pleasure and wonder when a problem is solved for the first time or a more elegant solution is discovered. We want all of our students to experience these feelings so our curriculum is tailored to meet the needs of all of our students. We have courses in place for different abilities in Years 7 and 8, and again for students when they start their tiered Edexcel 1MA1 GCSE course in Year 9. All of our different programs of study are designed so that students can meet the challenging, yet appropriate, targets set. As a team we have high expectations for all of our students as demonstrated by our excellent track record of achievement in external examinations.

When asked, the mathematics team at NWHS said that they aspire to have students that are “resilient, independent, creative, analytical and problem solvers”. The team work hard in trying to meet this aspiration and aim to support all students with all aspects of mathematics. As a curriculum team we regularly run support sessions for GCSE students both after school and in the school holidays, as well as having timetabled support for certain students in Year 11. Support is also offered to students via the SEN department and through pupil premium funding. Students with a real passion for the subject are offered opportunities to demonstrate their skills and understanding in new and exciting extra curricular events such as the UK Maths Challenge or the variety of national STEM competitions we enter. The mathematics team also regularly teaches students about the mathematics they will encounter in everyday life, either in day-to-day teaching or via SMSC sessions where we primarily look at improving our student’s financial understanding.

Staffing Structure
Curriculum Leader: Mr D Westhead
Email: d.westhead@nunnerywood.worcs.sch.uk
Phone: 01905 363686

Team Structure
Curriculum Leader
3 Assistant Curriculum Leaders
6 full-time members of staff
2 part-time members of staff

Curriculum Facilities
Mathematics is housed in a collection of 11 well-equipped classrooms in the main body of the school with a central departmental office. Each classroom has an interactive whiteboard and teaching is supported by up-to-date textbooks that match the new specification GCSEs and the KS3 National Curriculum. Staff and students have ready access to online materials that are used to enhance the teaching and learning of mathematics both in and outside of the classroom.

KS3

KS3 Description of the key skills, knowledge and understanding that are a prime focus of KS3 teaching in the subject area

Throughout KS3 (Years 7 & 8) students build upon their prior knowledge but are gradually introduced to new and more challenging areas of mathematics. All students follow core units (differentiated by ability) based upon: number; algebra; probability; statistics; geometry and measures; and ratio, proportion and rates of change.

The aims of our curriculum at KS3 broadly follow the aims of the new national curriculum for mathematics. In all of the units taught our curriculum aims to ensure that all of our students:

– become fluent in the basics of mathematics through “intelligent practice”. That the questions asked of students become more complex over time, that common misconceptions are explored by students within lessons and that students are being challenged in their own learning.

– can reason mathematically by using learnt skills in new or more demanding contexts. Students should be able to visualise and verbalise their thinking within mathematics.

– can solve problems by applying their mathematical skills to a variety of routine and non-routine problems. We want our students to show determination and resilience in solving such mathematical problems.

– can explain areas for development in their mathematical understanding. Our students should be familiar with what it is that they can do in each topic area and what it is they cannot do yet.

Organisation of the KS3 curriculum and how students are assessed (brief summary of long term plan of units and very approximate timings

All students in KS3 follow a tailored scheme of work that is based upon previous attainment and achievement. Throughout the year all KS3 students cover core content from the curriculum that has been broken down into 10 smaller separate units of study.

Each of these units require 3/4 weeks teaching time and each unit has a set of core learning intentions attached to it. These are shared with students as the unit begins and teaching is then focused solely upon these shared objectives. Each unit is then assessed via a small unit test with time given for review, reflection and extension. Continual teacher and student-led feedback also highlight areas for development within each unit.

Once a term students will complete larger assessments that test content across several units. Time is again given over for review, so that students can develop areas identified as needing improvement. At the end of the teaching year, students will take exams that cover content from the whole year.

Sources of information that may be useful
For further information or for revision materials the following websites are highly recommended:
www.mrbartonmaths.com
www.corbettmaths.com
www.hegartymaths.com
www.diagnosticquestions.com

KS4

KS4 Description of the key skills, knowledge and understanding that are a prime focus of KS4 teaching in the subject area

Throughout KS4 (Years 9, 10 & 11) students begin their GCSE Mathematics 9 – 1 course. The GCSE course requires students to demonstrate a good understanding of topic areas whilst also ensuring that students are able to link areas of the curriculum together. Review and extension are fundamental in achieving this aim throughout our GCSE curriculum. All students, whether they follow the Higher Tier or Foundation Tier courses, will be taught units based upon: number; algebra; probability; statistics; geometry and measures; and ratio, proportion and rates of change.

Whilst the KS4 curriculum is driven by external examinations we still want our students to continue to become the best mathematicians that they can be. We try to ensure that our students continue to develop their fluency and skills in reasoning, problem solving and explanation of mathematical solutions.

Organisation of the KS4 curriculum (brief summary of long term plan of units and very approximate timings)

All students in KS4 follow the GCSE Mathematics 9 – 1 course. This is a tiered course. Higher Tier covers content from grades 4 to 9 and the Foundation Tier covers content from grades 1 to 5. Grade 5 is considered a “good pass” and is the standard students should be striving to achieve.

Each tier has an associated syllabus. Throughout Years 9, 10 & 11 all students cover core content from the syllabus that has been broken down into smaller separate units of study. Each of these units require approximately 4 weeks teaching time and each unit has a set of core learning intentions attached to it. These are shared with students as the unit begins and teaching is then focused solely upon these shared objectives. Each unit is then assessed via a small unit test with time given for review, reflection and extension. Continual teacher and student-led feedback also highlight areas for development within each unit.

In Years 9 & 10 students will complete larger assessments that test content across several units. These generally take place once a term. Time is again given over for review, so that students can develop areas identified as needing improvement. At the end of the teaching year, students will take exams that cover content from the whole year. These may take the form of past GCSE examination papers/questions so that students begin to familiarise themselves with the format of the GCSE course.

In Year 11 students will sit two full formal mock examinations. Students should have covered the entirety of their GCSE syllabus by the first of these mock examinations which takes place in December of Year 11. Individual feedback will be given to students that will help inform and guide revision. A second mock examination will then take place in March of Year 11. Past or practice examination papers will also be used in the preparation of Year 11 students for their GCSE examinations.

Assessment
GCSE Mathematics 9 – 1, Pearson Edexcel, 1MA01

All examinations are taken at the end of Year 11. There is no coursework component.
Each Tier has 3 examinations that have equal weighting:
Paper 1 (calculator not allowed): 80 marks/ 1 hour 30 mins.
Paper 2 (calculator allowed): 80 marks/ 1 hour 30 mins.
Paper 3 (calculator allowed): 80 marks/ 1 hour 30 mins.

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Mathematics

KS3

KS4

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