Maths concepts are sequenced in such a way that they progressively build upon one another. This starts with KS3 progressively building upon skills learned in KS2 (with support from local primary schools) and KS3 leading smoothly into KS4.The scheme of learning makes links to prior knowledge, whether it is from the previous lesson, everyday knowledge or a previous key stage. The schemes are built in a way that pupils can see the relevance in learning maths and are fascinated by the world around them.
Pupils visit the five main topic areas covered in the subject on several occasions throughout the course of each academic year in order to maintain and build a deeper understanding of key concepts.
The maths curriculum links to pupil’s hobbies and interests when appropriate in order to motivate and inspire.High expectations in terms of life after Hillside will flow throughout the curriculum.Careers will be linked in wherever appropriate with an emphasis on the local labour market.
Mathematical language will be demonstrated and modelled by all members of the department. This develops pupils’ communication skills so that they can confidently discuss learning. The use of key vocabulary will be insisted upon and taught through a wide range of word rich strategies.
Pupils in mathematics have the opportunity to learn and develop new skills through the use of WAGOLL’s, fluency and practice leading to confident, articulate learners. Opportunities for discussion tasks will be used to promote higher level thinking.
Mathematics lessons include a wide range of feedback strategies including modelling, walk and talk exams and question level analysis in order to move learning forward and challenge misconceptions. Mini whiteboards and targeted questioning are used to shape lessons.
Mathematics lessons provide links to careers and encourage the type of behaviour which is to be accepted within a workplace.Pupils look at the use of mathematics in everyday life, such as budgeting, data handling and analysis.
We prioritise depth of knowledge - pupils are able to build, develop and consolidate concepts in each unit without being limited to what they can achieve.
We equip students with the essential mathematical skills the will need in everyday life.
We build cultural capital in our pupils in order for them to develop a sense of identity and pride in their local community and excel in the wider world.
We build resilient learners.
We build problem solving students.
We make learning relevant by discussing maths in the real world.
We thread careers information and SMSC through aspects of our curriculum ensuring that pupils have suitably high aspirations for themselves and their community.
We have timely intervention for pupils who have weak numeracy skills.
We uphold the core principle that, ‘Reading is Power’ through promoting the love of reading in mathematics.
We use opportunities for cross-curricular work to develop transferable skills and to allow pupils to see the links across a range of areas.
Students will cover the following groups of topics within the subject:
Shape, Space and Geometry
Data Handling and Statistics
Ratio and Proportion
KS4 course: Pearson GCSE Mathematics
Activities planned throughout the curriculum will allow pupils to work as part of a team in order to develop communication, leadership and management skills.Pupils will have the opportunity to compete in the UKMT challenge in order to develop this.Aspirational trips will occur at relevant points in the curriculum in order to motivate and inspire pupils.
Pupils in mathematics will have regular opportunities work as part of a group or team in order to solve problems.This will allow students to develop a wide range of skills in terms of communication and expression of opinions and also provide the opportunity to listen to other pupils opinions.Throughout the curriculum, current affairs are incorporated into learning on in order to make pupils aware of the wider world.
Personal Development, Behaviour and Welfare
All teachers in mathematics have high expectations in terms of personal development, behaviour and welfare.The development of maths concepts is key, but also at the forefront of each and every lesson is the personal development of each individual in the subject.The maths curriculum is not restricted in terms of what students can achieve. The safety of pupils with the subject is paramount.