Mathematics
An ambitious and supportive scheme of work: We have collaboratively developed a scheme of work that promotes problem solving, resilience and ensure full curriculum coverage. Its implementation is monitored through half-termly learning walks, termly faculty development observations, book scrutiny and sharing best practice in our department meetings.
Common misconceptions and key teaching/learning points are included in all schemes of work to aid planning and inform student questioning. Questioning is a skill that we are developing as a department to ensure that our teaching focuses on mastering skills and knowledge. Starters focus on recalling and consolidating prior knowledge, to make sure students know more, remember more and can do more.
Assessment for learning opportunities are explicitly stated to support teachers in their interactions with students. A range of formative and summative assessments are in place to inform teachers and middle leaders on the progress of all students. Data monitoring and moderation is in place at each data collection throughout the year.
Inspiring and exciting students
To make learning exciting our interactions with the students personalise feedback via Next Step questions and promote independent learning via paired/group work and rich tasks. These are monitored through learning walks and faculty development observations.
Students have opportunities to learn together, grow as learners by making mistakes and having the chance to correct themselves. Every child feels supported and has the opportunity to express their own views and learn from their peers as well as their teachers.
The use of online platforms and QLA allows teachers to support each student in a very personalised way, tackling learning barriers and focusing on areas of the curriculum which have not been fully understood by each pupil. The use of Chromebooks in lesson fully encompasses our students’ learning experiences. A few members of staff are currently working on how to use mathematical software such as Desmos and Geogebra to enrich teaching and learning in maths lesson and develop independence.
Home learning is used to consolidate what has been taught, to inform students on the next lesson and revise topics from any section of the curriculum.
Our department is focused on increasing the passion for Mathematics, encourage students to choose Maths at higher level and discover a love for a subject which has not been their first choice in previous years. To achieve this, we are creating more opportunities for student led activities, problem solving where they can application their knowledge to make link to real life situations.
Ensuring a coherent scheme of work that challenges all students
Faculty development time is used to discuss the pedagogy and share different strategies, resources and assessment for learning tools to ensure all teachers know how to differentiate down for all students.
We start KS3 where KS2 left off. We do not spend time re-teaching what students could do at KS2, but we focus on mastering key skills which will be used in KS3 and 4. This is monitored through faculty development meetings, learning walks and book checks. A specific programme for year 7 students is in place at the start of the academic year, to bridge the gap between primary and secondary school and reinforce key topics and skills which will be vital for KS3.
Worded problem-solving questions are included in the majority of lessons. Our department has started working on oracy. “Mathematicians say…” posters are displayed and used in every classroom. We ask students to use full sentences when explaining their working out and use related mathematical keywords.
Reviewing the schemes of work
Faculty development meetings are also used to discuss the pitch of lessons for different ability groups. Assessment results inform the subject content and depth of future topics. We adjust the SoW for our individual classes and the year group as a whole accordingly. A personalised SoW is in place for year 11 students to help them in the Spring and Summer term; revision, independent learning and metacognition are the areas that students are required to develop at this stage.
Applying the skills students have been taught
90% of the GCSE content is covered in Years 9 and 10. Year 11 is used for revision of topics and overarching exam style problems. From January of Year 11 students are formally assessed using a past exam paper every two weeks. These results inform the next two weeks lessons. From February of Year 11 students work through practice exam papers and revision techniques.
Application of Maths and Employability Skills
Teachers are required to adapt the content of the lesson as much as possible to create opportunities for students to explore the application of Maths in real life. This year there has been a significant shift to teach cross-curricular topics – in particular related to science and geography. In lessons, at least once a week we create opportunities for group discussions or selected work that focuses on problem-solving and employability skills.