Welcome to the Mathematics Department

Meet Our Staff

  • Mrs S Daniels (Lead for curriculum development, teaching and learning)
  • Mr M Davidson (Key stage 4 lead)
  • Mr A Nugent (Key Stage 3 lead/SLE)
  • Mrs P Capps-Jenner (KS5 Lead)
  • Mr A Abernethy
  • Mrs B Johnson
  • Miss S Jones
  • Miss R Lamb
  • Mr T Nelson
  • Miss K Saunders
  • Miss M Watson

Our curriculum is organised in such a way that it provides learners with the best opportunities to be successful in their learning. Our principles focus on depth and not just breadth by creating a mastery of the curriculum, which stretches learners and accelerates their progress over their 7 year learning journey at our college. In this section of the website you will find the subject intent, implementation and impact.

Alongside this are our long and medium term plans which enable all stakeholders to have a clear understanding of the content, knowledge and skills taught within this curriculum area. The long term plan also outlines the cultural capital experiences and career opportunities learners have within the subject, as well as our tailored approach to supporting learners' metacognitive processes. Further to these documents, the discrete sequencing of lessons are in the College's bespoke schemes of work that can be accessed through departments.

'Only the best will do!'

What exactly do they learn?

In both key stages we follow a Mastery approach to encourage a deeper retention of key knowledge and mathematical processes. At Key Stage 3 deeper understanding is achieved through tackling fewer topics but with greater depth and problem solving. This is systematically incorporated into the essence of every lesson, supported by the acclaimed 'White Rose' Scheme of Work. Students are encouraged to appreciate the interconnectedness of the subject by building strong foundations with particular regard to number and algebra. In Key Stage 4 students study either at Foundation or Higher level. The content of both tiers is divided into number, algebra, ratio, proportion and rates of change, geometry and measures, probability, and statistics.

What did they learn at primary?

Teachers understand the Key Stage 2 Curriculum well and keep up to date with methods taught. Our curriculum was designed after liaison with primaries and collaboration between Key Stage 2 and 3 teachers takes place to ensure a smooth transition. This enables students to build on their knowledge from Key Stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We ensure that teachers plan using the information from primaries where possible to identify any gaps in knowledge, skills and understanding that students may have from Key Stage 2 and ensure that these are addressed. Running alongside Key Stage 3 mathematics is the Catch-Up programme which is for all students who achieve below 100 in their Key Stage 2 SATs. This is monitored by the Key Stage 3 Lead in collaboration with the SEND department and has shown measurable impact for students

How do you measure attainment and progress?

Students in Years 7 to 11 are formally assessed at two points throughout the year, with three assessment points for Years 12 and 13. Targets are set based upon starting points and progress towards these targets is measured. Assessments are moderated internally, led by GCSE markers in the department. Key Stage 3 assessments incorporate questions to determine fluency, problem solving and reasoning whilst at Key Stages 4 and 5 the assessments are exam question based. Feedback is given on assessments and results are then used by teachers to plan intervention for individual students. Teachers will revisit topics and skills through consolidations and homework. In addition, great emphasis is given to providing students with the skills and techniques of how to revise at home. This encourages them to become confident independent learners and enables them remember more of the content that they have been taught.

What order do you teach things in and why?

We have developed a cumulative curriculum centred on building a deeper understanding and supporting students to master key skills, whilst ensuring the aims and content of the national curriculum are met for all students. In Key Stage 3 we concentrate on number and algebra. We believe that students must be given the time to understand topics through exploration and investigation before moving on. We spend a long time deepening understanding, placing strong emphasis on problem solving and linking seemingly unconnected topics.

What's the purpose of teaching your subject?

In teaching mathematics we aim to promote logical thinkers and independent problem solvers. Our curriculum ensures that all students have the opportunity to master the fundamental skills thoroughly and then builds on these skills throughout the year so that they gain a cumulative knowledge. This ensures that all students, with support and extra challenge where appropriate, are able to become more numerate and fluent in their skills, enabling them to apply knowledge rapidly and accurately. We want to develop students thinking so that they are analytical and organised.

How do you know that you have a 'good' curriculum?

Our curriculum allows all learners to develop their mathematical knowledge and skills, which they can then apply to other subjects when solving problems. We have a coherent curriculum in which new content draws on and makes links with the content that pupils have previously acquired. The curriculum is sequenced in such a way that students are given opportunities to develop fluency before moving onto their next stage of learning. Student voice shows that the majority of students like the challenge that they face in their mathematics lessons.

How do you enrich your subject outside the classroom?

We work closely with other faculties to ensure that skills, knowledge and vocabulary are widely transferable and consistent. There are many extracurricular activities to promote a love of mathematics including Dragon's Den competitions, nationally organised events, UK Maths Challenges and university visits. Links to Links to careers and using mathematics in real life are continually promoted.