Maths

Mission statement

The intent of our curriculum is to enable students to become mathematicians. We aim to inspire them to discover the structures of mathematics and explore their applications and implications; our Teaching for Mastery curriculum facilitates an appreciation of, and confidence with, the interconnectedness of mathematics . We aim to equip students with the skills to notice, pattern spot and make conjectures in order to discover and appreciate the beauty of mathematics. We expect students to reach a level of understanding that will support them in their life after school, whilst also preparing them for further study, regardless of whether they directly or indirectly use mathematics in this. We aim to build students’ mastery, character, metacognition and wider skills.

The Four Pillars

Skill

Students are taught a range of mathematical themes relating to Number, Algebra, Geometry and Statistics. Our curriculum is cumulative so that students continually build on their prior knowledge as they move up through the school, and see the importance of the work they complete each lesson. The topics are sequenced so as to aid understanding and facilitate links to be made between these different areas.

Character

In mathematics we are well placed to develop character, especially the learning habits. We model metacognitive strategies and encourage students to use these to help them with their problem solving – always holding the process rather than the product in high regard. We have high expectations for all students and ensure they not only feel challenged but actively embrace it. This allows students to develop their resilience and grittiness, which will benefit them in their time beyond Tudor Grange, but also ensures that they make the most of regular formative assessment – driving their progress, and instilling the importance of being open to feedback.

Experiences

Students are exposed to multiple methods including different representations and ways of working to support them with their learning and application of knowledge. We prompt the students to think mathematically, and provide continuous opportunities to discuss, debate, and refine their ideas so that they are also learning from each other and strengthening their understanding. We encourage aspiration beyond academic success by giving students the opportunity to take part in UKMT maths challenges, as well as attending STEM trips. When appropriate we ensure that we make links between the skills the students are developing and potential future careers.

Criticality

We equip students to solve mathematical problems through developing mathematical rigour, utilising multiple methods and representations, and by fostering the mathematical habits of mind. We challenge students to use their metacognition to independently re-evaluate what they are doing and ensure that they have the fluency, flexibility and confidence to switch between methods dependent on appropriateness at any one time. We encourage clarity and efficiency of communication so that students are also challenged to reflect on their work and develop it so that it is the best it can be.

Overview of Year 7 and 8

Throughout years 7 and 8 students are exposed to a range of mathematical concepts which are sequenced to build on prior learning to move from evaluation to generalisation. Children are taught in mixed attainment groups.

Year 7

  • Generalised Arithmetic
  • Algebraic Expressions
  • Coordinate Geometry (and 2D shapes)
  • Structure of Number (Decimals and Place value)
  • Structure of Number (Fractions)
  • Probability

Year 8

  • Fractions as a proportion and percentages
  • Equations and inequalities
  • Geometry
  • Ratio and Proportion
  • 3D shapes
  • Statistics

Parents can find more information on specific topics covered each half term by looking at the Minimum Expected Standards sheets that are stuck into the student’ book at the start of each half term.

Overview of year 9

Mathematics in year 9 builds on the work from years 7 and 8. Children are streamed at this point. Year 9 continues to explore the main themes of Number, Algebra and Geometry but in more depth.

  • Indices and surds
  • Decimals, Fractions, Bounds, estimation,
  • Graphs and Simultaneous Equations
  • Pythagoras and Trigonometry
  • Transformations and Similarity
  • Circles and Circle Theorems

Parents can find more information on specific topics covered each half term by looking at the Minimum Expected Standards sheets that are stuck into the student’ book at the start of each half term.

Overview of Years 10 and 11

Mathematics in years 10 and 11 continues to build on years 7, 8 and 9 but with an added focus on the terminal examination. Children are now formally set to allow them to focus more on the tier of entry for their GCSE although formal decisions are not made until Christmas of year 11.

Year 10

  • Percentages, Ratio
  • Measures, Functions and Graphs
  • Quadratic equations, sequences and graphs
  • Advanced Trigonometry and Angles
  • Vectors and Transformations
  • Advanced Probability and Venn Diagrams

Year 11

  • Statistics
  • Functions and Graphs, Inequalities
  • Bespoke Review, Reflect and refocus ongoing until terminal examinations

Parents can find more information on specific topics covered each half term by looking at the Minimum Expected Standards sheets that are stuck into the student’ book at the start of each half term.

We follow the Edexcel specification at GCSE. A comprehensive overview of the GCSE course curriculum can be accessed here: https://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

Extra-Curricular Opportunities

The maths department aims to provide a variety of extra- curricular opportunities for students. This includes Fermat Club which is aimed at years 7 and 8 and poses really challenging and interesting problems for the children which often come from areas outside of the curriculum. We also have a large number of students who take part in the UKMT individual and groups maths challenges. The department also runs the academy’s chess club. We have taken groups of students to the University of Birmingham for their outreach days. In collaboration with the other STEM subjects we offer a trip to the Big Bang Fair at the NEC.