Mathematics
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.
Intent:
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Year |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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|
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7 - 9 |
Unit 1 - Mental and Written Calculations
Unit 9 - Fractions, Decimals, Percentages, Ratio and Proportion
Unit 14 - Calculator Skills
Unit 2 - Specifying a problem, Collecting and Representing Data |
Unit 12 - Measures, Mensuration, Construction and Loci
Unit 10 - Probability
Unit 3 - Expressions |
I
Unit 4 - Geometrical Reasoning
Unit 13 - Equations, formulae and identities
|
Unit 6 - Interpreting Data
Unit 5 - Place value, ordering and rounding integers, powers and roots
|
Unit 7 - Sequences
Unit 8 - Transformations
|
Unit 11 - Functions and Graphs
Revision and preparation for end of Year exams. |
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10 |
NUMBER:
1.Structure and Calculation
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ALGEBRA:
1. Notation, vocabulary and manipulation
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RATIO:
Ratio, Proportion and Rates of Change
PROBABILITY |
STATISTICS
GEOMETRY:
1. Proportion and |
GEOMETRY:
Constructions
|
REVISION FOR END OF YEAR EXAMS AND TEACHING BASED ON GAP ANALYSIS |
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11 |
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NUMBER: 1.Structure and Calculation
RATIO: 1. Ratio, Proportion and Rates of Change
|
ALGEBRA:
1. Notation, vocabulary and manipulation
|
PROBABILITY
STATISTICS
GEOMETRY:
1. Proportion and Constructions
|
GEOMETRY:
Calculations
REVISION |
REVISION |
N/A |
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