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. 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. More emphasis is placed on algebra for HAPs to ensure that they have the necessary skills to progress onto maths A-Level.

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. All students are given a transition project at Year 6 transition day which they return to their maths teachers at the start of Year 7 to ensure accurate knowledge of prior learning. We ensure that teachers plan using the KS2 QLA information to identify any gaps in knowledge, skills and understanding that students may have from primary school 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. QLA information is used to track the progress students have made since Year 6.

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 both fluency 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 knowledge of how to revise at home so that they become confident independent learners.

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. 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. We want to train students to be analytical and organised.

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

Student voice shows that the majority of students like the challenge that they face in their mathematics lessons. Mastery at Key Stage 3 gives them the confidence and resilience that are invaluable in achieving successful results with the rigorous GCSE curriculum. Outcomes at GCSE are improving, going from -0.39 in 2017 to -0.17 in 2018. A level results are good and uptake at A-Level is consistently high with two classes both in Year 12 and Year 13.

How do you enrich your subject outside the classroom?

We work closely with other faculties in the school 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 careers and using mathematics in real life are continually promoted.