Mathematics

Intent:

The Twickenham School Mathematics Department will follow the whole school policy for curriculum provision. In addition to this, the Mathematics department will also:

• Build on prior learning in key stages 1 and 2 in order to develop and sustain the foundational components without which future Mathematical Knowledge cannot be acquired.
• Plan and deliver exciting and engaging lessons that nevertheless set high standards of challenge for all pupils throughout.
• Follow a rigorous and carefully planned curriculum that allows students to learn Mathematical skills whilst also enhancing their broader perspective on the world and development of cultural capital through real life examples.
• Provide students with opportunities for reflection within lessons to constantly develop their personal understanding of Mathematics.
• Encourage all students to consider further study of Mathematics and entry into Mathematical options post-16 e.g. A Levels.
• Develop students’ interest in Mathematics in the wider world through activities such as school visits, Maths clubs, competitions and special events such as Pi Day.
• KS4 students will follow the Edexcel Pearson GCSE Mathematics Course. Some students will follow the Higher Course and others the Foundation although there will be flexibility to switch between the two.
• KS3 Students will follow a broad curriculum that will prepare them for KS4 in Mathematics whilst also following an enrichment curriculum that will allow students to develop their problem-solving skills, learn about the History of Mathematics and also develop their financial literacy.
• The KS3 course has been sequenced in such a way as to facilitate their use of Mathematics and Numeracy in other areas of the curriculum.

Allocation of Teaching and Sets

All Year Groups are taught by specialist teams with specific teachers allocated to specific classes. All years are set in ability based sets, however, arrangements for setting are flexible and regularly reviewed. Monitoring points will ensure that there are termly opportunities for students to move between sets. Occasionally, classes split between two teachers may occur but in such instances a robust and consistent scheme of work will ensure that no inequities or inconsistencies develop.

Marking and Feedback

Every student will receive one assessed task per half term which the teacher will provide detailed feedback on. Students will then be given time to reflect upon and improve their work with respect to said feedback.

Curriculum Sequence

Implementation:

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
7 - 9	Mental and Written Calculations Fractions, Decimals, Percentages, Ratio and Proportion Calculator Skills Specifying a problem, Collecting and Representing Data	Measures, Mensuration, Construction and Loci Probability Expressions	Geometrical Reasoning Equations, formulae and identities	Interpreting Data Place value, ordering and rounding integers, powers and roots	Sequences Transformations	Functions and Graphs Revision and preparation for end of Year exams.
10	NUMBER: Structure and Calculation Fractions, Decimals and Percentages Measure and Accuracy	ALGEBRA: Notation, vocabulary and manipulation Graphs 3Solving Equations and Inequalities Sequences	RATIO: Ratio, Proportion and Rates of Change PROBABILITY	STATISTICS: GEOMETRY: Proportion and	GEOMETRY: Constructions Mensuration and Calculations  Vectors	REVISION FOR END OF YEAR EXAMS AND TEACHING BASED ON GAP ANALYSIS
11	NUMBER: Structure and Calculation Fractions, Decimals and Percentages Measure and Accuracy RATIO: Ratio, Proportion and Rates of Change	ALGEBRA: Notation, vocabulary and manipulation Graphs Solving Equations and Inequalities Sequences	PROBABILITY STATISTICS GEOMETRY: Proportion and Constructions Mensuration and Calculations	GEOMETRY: Calculations Vectors REVISION	REVISION	N/A