Mathematics

Mathematics is used in, and is part of, everyday life therefore having a good understanding of it is crucial to make sure we have the skills to look after ourselves and progress through life. Further to this, further education, apprenticeships, and employers will look for students to have developed their mathematical ability and be able to apply certain techniques to different situations.

At Newman RC College we aim to develop and deepen the students’ understanding and capabilities whilst capturing their curiosity and demonstrating how mathematics is not just part of the world around them, but also has a huge part in creating it too. As students progress through their education, they will learn and develop their mathematical reasoning and abilities, and have chance to deploy many skills through problem solving, application and debating. Overall, students will be able to access the mathematics and find it useful no matter what career path they aim to choose and pursue.

Within the Faculty of Mathematics we have found it beneficial to have two distinct plans which are split between those at KS3 and KS4.

KS3 Overview

Students who are in year 7, 8, and 9 will follow the ‘Road Map as detailed below:

The plan consists of a range of work, which will aim to challenge and develop the students but also provide clear tangible links between the previous unit to the next. Consequently, these year groups will be working on the same ‘unit’ of work, but will have different starting points depending on their year group as well as their ability. The reason for this is to allow students to further their skills in different questions and advance their application allowing for fluency.

For example, with regards to the unit of Integers, Powers and Roots, year 7 set 4 will begin by looking at square and cube numbers (Grade 2) and then multiples and factors (Grade 3), while year 9 set 1 will be studying and standard form (Grade 5) and calculations with standard form (Grade 6).

These ability groups will be decide and maneuvered via the use of the ‘Progress Checks’ that have be carefully planned to fit into the students’ educations so that they will benefit from individually planned and targeted feedback sessions, which are highlighted as ‘Therapy’ in the ‘Road Map’. The reason behind having the three year groups doing the same topics is so that they can revisit it year upon year to remind themselves of the maths, add to the already existing knowledge, and develop a sense of consistency and fluency.

At the end of Term three the unit of ‘Bowland Maths Application and Problem Solving’ has been implemented to allow for students to investigate using Maths and produce solutions to everyday problems, work force problems and career problems.

  1. Integers, Powers and Roots
  2. Fractions, Decimals, Percentages
  3. Calculations and Accuracy
  4. Simplifying and Substitution
  5. Sequences and Functions
  6. Lines, Angles and Shapes
  7. Ratio and Proportion
  1. Ratio and Proportion
  2. Forming and Solving Equations and Inequalities
  3. Pythagoras, Trigonometry and Constructions
  4. Probability
  5. Graphs
  1. Measures
  2. Perimeter, Area and Surface Area
  3. Data
  4. Volume
  5. Transformations
  6. Bowland Maths Application and Problem Solving

KS4 Overview

Students who are in years 10 or 11 will be following either the ‘Road Map’ (as can be seen in KS3 overview) or the ‘Crossover’.

Those who remain on the ‘Road Map’ will be students deemed of higher ability and will be furthering their understanding and application into the more complex realms of the units where further application, thought, and discovery are required to calculate solutions, yet still have the structure for continued consistency and fluency.

Similar to that in KS3 the Progress checks will used at planned times in the year to manage student progression and understanding ready for their GCSEs. These will then aid the locating of gaps in knowledge and understanding and will be recovered and recapped via the use of the ‘Therapy’ sessions where similar questions and techniques will be planned for students to practice and refine the maths in question.

  • Integers, Powers and Roots
  • Fractions, Decimals, Percentages
  • Calculations and Accuracy
  • Simplifying and Substitution
  • Sequences and Functions
  • Lines, Angles and Shapes
  • Ratio and Proportion
  1. Ratio and Proportion
  2. Forming and Solving Equations and Inequalities
  3. Pythagoras, Trigonometry and Constructions
  4. Probability
  5. Graphs
  1. Measures
  2. Perimeter, Area and Surface Area
  3. Data
  4. Volume
  5. Transformations
  6. Bowland Maths Application and Problem Solving

Crossover Scheme

As for the students who are placed on the ‘Crossover’ scheme, this route has the aim of taking more time on units, which are split up in to smaller areas. Due to this, students are allowed to focus on the maths involved more deeply and specifically and then look to apply it to example GCSE questions as well as real life situations and problems. As a consequence, this route is being treated as a ‘two year program’ to allow students to develop refine their understanding of the mathematics gradually and be ready for their GCSEs whether that be sitting Foundation or Higher.

Throughout KS4 both pathways will be using a DTT (Diagnose, Therapy, Test) cycle where students will go through a mock exam process and their question answers will be analysed with misconceptions and misunderstandings highlighted through staff moderating (Diagnose). Feedback will then be given to each individual student, work will be planned for classwork and homework with the aim of improving, and filling the gaps of knowledge found (Therapy). To finish the cycle students will then complete an altered test to aid retention and application (Test), which will be marked and feedback again provided.

Once nearing the exam period in Year 11, both KS4 pathways will be provided time to finalise and recap any topics that the students may have misunderstandings with or generally want recovered.

Throughout the KS4 students will have access to exam papers if requested and staff will mark and provide individual and specific feedback to aid the students’ progress and understanding.

Should any further information be required on the material covered throughout the year, please do not hesitate to contact your child’s class teacher.

 

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Mathematics Department: @newmanmaths