Maths
Some Truths about Mathematics
“It has become almost a cliché to remark that nobody boasts of the ignorance of literature, but it is socially acceptable to boast ignorance of Science and proudly claim incompetence in Mathematics.” Richard Dawkins
“Film is one of the three universal languages, the other two: Mathematics and Music.” Frank Capra
In maths at Settle College, we aim for all pupils to have strong numerical skills with emphasis on their financial literacy, making them ready for the real world.
Our curriculum will encourage and support pupils to be become fluent in mathematics, to develop reasoning and to question and explore their own understanding to enhance and develop their knowledge.
Pupils will apply this knowledge to solving problems with the aim to build a curious, inquisitive nature and to apply mathematical concepts to arrive at the correct conclusion, which is essential for success in the information and technological environment of the 21st century.
In mathematics lessons, students will have the opportunity to:
- Experience innovative and effective Maths education of the highest quality
- Aim for the highest standards and fulfil their potential
- Develop their understanding and skills through a range of teaching styles and learning activities.
- Pose questions and develop confidence and understanding through communicating and discussing their ideas.
- Nurture their interest in the subject, through enrichment activities
- Appreciate the relevance and real-life applications of the subject
- Identify their current level of attainment and appreciate how to access the next level.
- Celebrate their successes
- Be creative and develop independence.
- Be included
- Be challenged
The department is housed in a cluster of rooms in the Bradley Building.
The department is well resourced, with a highly dedicated and committed maths team with teaching classrooms, all installed with interactive whiteboard and all other necessary resources.
Pupils are encouraged to supply their own scientific calculator as this will help them to become familiar and confident in its usage, a vital skill necessary to be successful in maths.
In order to further help learning and development, we use home learning which is aimed to improve fluency in basic skills through consolidation of a set of topics over a period of time.
We use Mathswatch, an online learning website to provide support and get instant feedback to learners. This is monitored by the maths team and further individual help can them be targeted as necessary.
Written homework is also set regularly, with a focus on recall tasks.
At Key Stage 4 and 5 revision guidance and documents are provided, including past examination papers to support learning. In school intervention is also made available as required for pupils.
Pupils are regularly assessed throughout their learning and current progress and expectations are shared with pupils. Further help is always available if required by the pupils.
Please see the document below for more information about the curriculum for Maths. If you would like more detailed documents, including information about literacy, personal development and careers, please contact the subject leader.
Maths Department Curriculum Intent
Staff Names and Roles
Mrs K Worthington – Maths Subject Leader
Mr J Lord – Teacher of Maths and Year 7 lead for Maths
Mr S Boatwright - Teacher of Maths
Mr R Ellis - Teacher of Maths
Mrs R Grimshaw - Teacher of Maths
Mr M Harrison - Teacher Maths
Mr G Paisley - Teacher of Maths
Mr A. Bilton - Maths Intervention Tutor
In Year 7 pupils will start by developing their fundamental non- calculator number skills. They will build on their KS2 knowledge of place value, decimals, fractions and negative numbers. These skills will then be applied to geometric problems. Formal algebraic skills are introduced to develop the understanding of generalisation and are incorporated into a range of topics to support pupils understanding that topics are linked.
In Year 8 pupils extend their knowledge of algebra to form and solve equations and learn how data can be analysed, represented, and manipulated. Pupils will familiarise themselves with calculators and when to use them for efficiency. Ratios will be a key focus linking numeracy, geometry, and algebra together, as well as the uses for map scales, recipes, and proportional reasoning. In year 9, students focus on geometry and how percentages are used to calculate wages, bills, and interest rates.
Year 7 topic order:
Year 8 topic order:
Year 9 topic order:
Y9 is likely to see variation in coverage over time, as topics will be quite differentiated between sets. The table below is therefore only a guide.
The GCSE course starts in Y10. It is taught in two units, Calculator and Non Calculator, both of which are reviewed in year 11 (see chart below). The examination specification used is AQA Mathematics GCSE, code 8300.
Students aiming at grades 9-5 follow the Higher course, whilst the Foundation course is aimed at grades 5-1. There is an overlap in coverage of both tiers at grades 4 and 5. GCSE examinations take place at the end of Y11, through three papers of 1 hour and 30 minutes each, two of which allowing use of a calculator, the other without calculator.
Groups are set according to attainment at end of KS3 and setting is reviewed regularly.
Home learning tasks are based on past examination questions for each topic taught and form an accurate reflection of content to be mastered. Tasks are marked, graded and returned with target sheets which clearly identify areas for improvement. Students can reflect and respond to these.
In addition to home learning tasks, regular mock exams (mostly twice yearly) are held under exam conditions and are used to monitor progress of students and provide feedback on attainment. In the case of mock exams from the end of year 10, students are provided with personalised revision lists based on their performance to guide independent work.
Year 10 topic order:
Year 11 topic order:
The current AS and A level Specifications were introduced from September 2017, with first AS examination in 2018. Examinations can in principle be taken at AS but we aim for completion of the A level course.
The Mathematics courses follow the AQA specifications 7356 (AS) and 7357 (A level). The examinations consist of three papers of 2hr each.
The Maths Department offers AS and A level Further Mathematics courses too when demand is sufficient. Courses offered are AQA specifications 7366 (AS) and 7367 (Further Maths).
In addition, re-sits are offered for sixth-form students requiring a grade 4 or 5 at GCSE. The re-sit course allows students to re-take their GCSE in November and/or in June. The course is a short version of the KS4 course.
At AS and A level textbooks are used, but these are supplemented by a variety of electronic resources and printed materials. Students are recommended to purchase a graphical calculator, both for graphs as well as for algebraic and statistical manipulation.
The two year A level course builds on a Y12 course. Unless Y12 students are taking AS they will take mock papers instead at the end of Y12. Adaptation of AS coverage takes place to better suit the final A level examination in Y13, but students wishing to take AS will cover all AS elements in Y12.
Students who successfully complete Y12 can continue to A level.
Similar to KS4, Home Learning tasks are based on past examination questions for each topic taught or are in the form of Topic Tests and are therefore an accurate reflection of content to be mastered. Tasks are marked, graded and returned with target sheets which clearly identify areas for improvement. Students can reflect and respond to these.
In addition to home learning tasks, some mock exams, performed under exam conditions, are used to monitor progress with learning.
In KS5 an increasing element of independence and self-study is essential to be successful. Guidance is to students on the independent work that is expected of them.
AS and A level coverage (AQA). AS exams will not be taken if students continue to A level
