Mathematics
Head of Faculty and i/c Year 13 - Miss N O'Hare
i/c Year 12 - Mr A Newby
i/c Year 11 - Mr R Weston
i/c Years 9 & 10 - Miss O Wright
i/c Years 7 & 8 - Mr T Marday
Curriculum Intent, Implementation and Impact in Maths
Intent
Introduction to subject
Curriculum intentions for Mathematics are firmly based on the outcomes expected from the National Curriculum. The Mathematics Department at St Martin’s School aims to provide an environment in which students have every opportunity to develop their full mathematical potential. Every learner will be provided with the tools to become a resilient learner in an environment where high expectations are at the forefront of learning. Students should receive a high-quality mathematics education that provides a foundation for understanding the world, enables students to reason logically and mathematically, solve problems, develop an appreciation of the beauty and power of mathematics, and experience a sense of enjoyment and curiosity about the subject.
Why is the study of Mathematics important?
Students need to understand that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and all forms of employment. A pass at grade 4 is essential for future study and for university entry. A good pass at grade 6/7 is essential for future A-level study.
How does the study of Mathematics develop your skills, knowledge and understanding?
Our 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 the ability to recall and apply 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.
- Enjoy exploring mathematical ideas and developing connections between concepts throughout the curriculum.
- Have the confidence and ability to apply the mathematics required to lead a successful working life.
How are students assessed in Mathematics?
Assessment of pupil understanding and progress in Mathematics is an ongoing process.
In years 7-10 assessments take place at the end of every half term based on the work covered in the 6 weeks prior. DIRT is completed by every pupil and smart targets are set based on the topic weaknesses identified. Students are given clear instructions on how to improve their work and where to find revision material to assist in them meeting their targets.
In year 11, past papers are completed regularly and full traffic light feedback is given allowing the students to quickly identify and address issues.
In years 12 and 13, assessments are completed at the end of a set of topics. Clear feedback is given so that students are able to set targets to address issues. As the course continues, more topics are included in the assessments. At the start of year 12 all students sit a GCSE transition assessment to make sure grade 7-9 topics from GCSE are solid. At the start of year 13 all students sit an AS assessment to make sure AS work is solid.
Formal ‘end of year’ examinations are taken by all students which provide a summative assessment of progress so far and a grade is awarded.
Student progress throughout key stage 3 and 4 is recorded in terms of GCSE grades from grade 1 to 9. In key stage 5 it is recorded as a GCE grade of A*-U.
What does the curriculum plan for Mathematics look like?
The Curriculum plan for Mathematics uses the National Curriculum as its basis. We use our own schemes of work, based on the Edexcel syllabus, that run from year 7 to year 10. These are split into 3 tiers: Foundation, Intermediate and Higher. In year 11 students study either Higher or Foundation Mathematics depending on tier of entry. Final decisions for tier of entry are made after the year 11 PPE examinations in December.
In year 12/13 we cover the Edexcel syllabus using our own schemes of work for A-level Mathematics. Students who choose to study Further Mathematics study the required modules of Core Pure 1 and Core Pure 2, in addition we study Decision Mathematics and Further Pure 1.
How does Mathematics support learning in other areas of the curriculum?
When studying mathematics, you learn various complex concepts that enables you to develop your skills such as problem solving, analysing data, communication, and logical thinking. These are key transferable skills that are used in many subjects such as:
- When analysing data from an experiment in science.
- Interpreting scales on a map in geography
- Analysing and interpreting evidence in history
- Coding in computer science
How can students extend and deepen their knowledge in Mathematics?
- act upon feedback given in class, especially around assessments
- make use of Maths websites such as Corbettmaths, Maths Genie, MathsWatch and NRICH
- ask teacher for extension work
- participation in UKMT maths challenges
- attend revision sessions after school on Tuesdays in Y11
- opportunity for strong performing students to study additional level 2 qualification in Further Maths in Y11
- plan a trip to Legoland, a racecourse, Bletchley Park, London museums or attend Mathematics in action lecture by the Royal Institution.
How does Mathematics link to the world of work?
Logical thinking, problem-solving and decision-making are highly valued skills by employers that you developed when studying mathematics at university. Below are some examples of jobs that a mathematics degree directly leads to:
- Acoustic Consultant, Actuarial Analyst, Actuary, Astronomer
- Chartered Accountant, Chartered Certified Accountant, Data Analyst, Data Scientist
- Investment Analyst, Research Scientist (maths), Secondary School Teacher
- Software Engineer, Sound Engineer, Statistician
How does Mathematics link to the three strands of our core values?
Traditional Values |
Learning for the Future |
Outstanding personal achievement |
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Students take pride in their work shown through excellent presentation, using a pencil and ruler for diagrams. At all key stages, students are aware of the need to show respect to each other at all times. The importance of showing empathy for others is highlighted during feedback lessons following on from assessments. Students in years 12 and 13 are encouraged to make a positive contribution to the school community through volunteering their time to help those in the main school with developing their mathematical ability during lesson time and in after school clubs. |
Throughout all key stages in Mathematics, students are able to build resilience through increasing the level of challenge and the combination of topics that need to be applied. This develops students’ problem-solving skills and reasoning ability. The importance of retrieval practice is understood by students to ensure they are confident with Mathematics. Students arrive to lessons with the correct equipment, including specific Mathematical equipment when it is required, showing great organisation skills. Homework is completed on time and to a high standard by students which helps embed excellent time management skills. |
Students in exam years are encouraged to attend revision sessions supervised by staff to independently work towards their personal targets using individualised feedback to enable them to achieve to the best of their ability. |
Implementation
In the Mathematics Faculty, we follow the school’s curriculum implementation of shared learning intentions, retrieval practice and effective assessment to ensure we provide the very best leaning opportunities for our students.
Shared Learning Intentions: The Mathematics curriculum has been carefully planned and sequenced to cover the National Curriculum. It builds on prior knowledge whilst introducing new concepts and skills in number, algebra, shape/space and data handling. These curriculum journeys are shared with parents and students on a termly basis and lesson intentions are shared with pupils each lesson. Progress towards meeting these intentions are assessed periodically throughout the lessons and a plenary is used at the end of each lesson as part of our questioning for understanding pedagogy.
Retrieval Practice: This is used in every mathematics lesson. Constantly revisiting previous maths topics is vital to success as every maths topic builds a scaffold to harder topics yet to be learnt. Retrieval practice in maths aids student retention also helping to form a deeper understanding. Mathematics is about practice and consolidation – retrieval practice is a key element.
Effective Assessment: We use a wide range of assessment strategies to support our students learning in Mathematics: verbal, written, informal, formal, self, peer and teacher assessed. It is vital in Mathematics that work is marked regularly throughout lessons to ensure students have fully understood the concepts – therefore answers are read out or displayed regularly so that mis-conceptions can be addressed quickly and effectively. Effective questioning is used throughout lessons to help teachers to check students’ understanding. ‘No hands up’ rule is used regularly to make sure all students are involved in discussions. Discussion work in pairs or groups is sometimes used.
In years 7-10 students are assessed on a half term basis – these assessments are followed with DIRT activities where students reflect on their strengths and weaknesses. Topics for students to work on are therefore clearly identified and video links/QR codes/worksheets are made available for students to access to address their weaknesses.
In year 11 students are assessed periodically through past GCSE papers – these are assessed with ‘traffic light’ sheets which identify red/amber/green topics. Students can then easily identify the topics they need to work on. Video/worksheet links are made available to the students.
In year 12/13 students are assessed periodically through past exam question/papers – these are assessed with red/amber/green self-assessment sheets which then allow students to create their target sheets. Textbook and past exam question links are made available to students.
Teachers’ Subject Knowledge: The Mathematics Faculty is made up of approximately fourteen highly knowledgeable and well qualified teachers. This amounts to over 170 years of collective professional experience, all of whom use a wide range of pedagogical methods to engage and inspire students. Five teachers are examiners for Edexcel exam board, which ensures that our assessment procedures are robust, accurate, and always up to date with qualification information and marking procedures.
Personal Development in Curriculum Implementation: We aim to give students the skills they need for future learning and employment, no matter what that might be as their Mathematics/Numeracy skills have an impact in most careers. Mathematics skills are vital in all walks of life.
Embedded within all Mathematics lessons and schemes of work are the personal skills and attributes we focus on at St Martin’s to ensure that every student can THRIVE: helping them to develop their skills in teamwork, honesty, resilience, independence, versatility and empathy.
Impact
In our opinion, students experience an exceptional Mathematics education at St Martin’s. A well-planned, robust curriculum plan and excellent teaching lead to them leaving St Martin’s with the key skills needed for life outside school to be successful in the next stage of their lives. Students leave with numeracy skills to help them with the fundamental basics of everyday living but also with the skills to continue with their further study of Mathematics should they wish to.
This is evidenced in the excellent results we get at GCSE level and the exceptional results we get at Mathematics A-level and Further Mathematics A-level which surpass most schools in the area and are well above national average. Our uptake at A-level make us one of the most popular subjects in year 12 with 50-60 students choosing to study Mathematics every year.
Many of our A-level and Further A-level students continue their education with Mathematics degrees or associated degrees such as finance, engineering etc at prestigious universities in the UK, such as Durham, Imperial, Warwick and Bath. Over half of our Further Mathematics A-level students regularly achieve A*A* in both Mathematics and Further Mathematics. Several of our students choose to apply to Oxbridge – therefore some study for STEP exams where support is available from experienced staff.
Our curriculum is enhanced by extra-curricular revision clubs in KS3, KS4 and KS5. These are designed to embrace areas of the curriculum presently being studied and to give more access to examination questions to enhance the students’ learning.
We also enter higher ability students for the United Kingdom Mathematics Trust challenges at Junior, Intermediate and Senior level. Some students have achieved a Gold award and then gone on to take part in the next stage (Kangaroo). There is also the opportunity to continue to the Olympiad stage if results are high enough.
