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Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world.
Our main intention when designing a maths curriculum is that students are able to enjoy the maths that they are taught and see its relevance to them, whilst progressing in a logical manner through topics and being able to link them together to solve problems. It is important that our students have an understanding of where the maths they learn is used in a real life context.
At both Foundation and Examination stages we want to provide early opportunities to solidify knowledge of essential building blocks of maths. Throughout the curriculum there are opportunities to interleave these building blocks with other more complex ideas. There is an emphasis on consistent revisiting of topics and formal and informal testing of topics covered including through extensive use of mini whiteboards.
As a department we want to regularly discuss and revisit these ideas during department meetings as well as on a day to day informal basis in order to enhance our teaching.
As a department we follow a direct and explicit instruction model but also ensure that the questioning of students allows for a deeper understanding and identifies any misconceptions that arise.
Place value – the understanding that the positioning of digits affects their value
Equivalence – the idea that two or more things can have equal value
Symbols – the understanding that complex mathematical thinking can be represented by symbols
Classification – sorting shapes, numbers and data by their properties
Patterns – identifying relationships between numbers, shapes and symbols
The implementation of the maths curriculum includes opportunities to see the relevance of the maths that they are doing in the real world including in areas such as architecture and finance.
We aim to encourage a love for learning maths through our teaching as well as programmes such as Times Table Rockstars as well as a wider love for learning and provoke curiosity in how things work and how real life problems are defined and solved.
The skills learned in maths allow for a wider understanding of other subjects including science, geography, computing and technology which means that the students are able to fully appreciate the links between different areas and how they interact with each other.
The maths lessons at Birkdale follow an explicit, teacher led, method of teaching where we “assess not assume” prior knowledge, often by using mini whiteboards, in order to ensure that students without those building blocks are taught them rather than being left behind without the tools they need to access the curriculum.
We have a fluid process of setting to ensure that all students are able to access the right level of support where it is needed but are also pushed to achieve as highly as possible.
There is an emphasis on the building blocks of maths in the Foundation Stage using a mastery approach and the use of manipulatives to give all students a solid base so that they are then able to go on to access more complex ideas.
All homework is set using Hegarty Maths which includes clear video instruction so that there is help available to all students when completing this work at home or revisiting topics.
|Curriculum Leader - Mr Woodcock |
Deputy Curriculum Leader - Mrs McGarry
|Teacher of Mathematics - Mrs Cassidy |
Teacher of Mathematics - Mr Crossfield
Teacher of Mathematics - Mrs Duffy
Teacher of Mathematics - Mr Manwell
Teacher of Mathematics - Mr Marshall
Teacher of Mathematics - Mr Whiteside
Teacher of Mathematics - Mrs Woodcock
|Foundation Stage - Years 7, 8 & 9||Examination Stage - Years 10 & 11|
|7 hours per cycle |
Setted by ability
|GCSE Maths (Edexcel) |
GCSE Statistics (Edexcel)
8 hours per cycle
Setted by ability
|Autumn Term 1||Aututmn term 2||Spring Term 1||Spring Term 2||Summer Term 1||Summer Term 2|
|Year 7||Positive Integers||Negative integers||Intro to Algebra |
|Year 8||Angles |
Angles in polygons
|Area and perimeter||Ratio and Proportion|
Straight line graphs
|3D shapes |
|Constructions and scale diagrams|
Collecting, organising and displaying data
|Integers and Decimals||Simplifying and substitution||Equations, inequalities and Sequences||Charts, graphs and tables||Averages and Fractions||Percentages|
|Representing data||Solving Quadratics|
|Perimeter, Area and Volume||Ratio and Proportion||Graphs|
|Year 10 |
|Graphs||Ratio and Proportion|
Perimeter and Area
|Similarity and Congruence|
|Year 11 |
|Work to be dictated by the Mock examination analysis||Work to be dictated by mock examination analysis|
Reciprocals and proportion
|Work to be dictated by Mock exam analysis|