Mathematics
Curriculum Maps can be found here
Head of Department: Dr K Itiveh
Departmental Verse:
"For which of you, desiring to build a tower, does not first sit down and count the cost, whether he has enough to complete it? Otherwise, when he has laid a foundation and is not able to finish, all who see it begin to mock him, saying, ‘This man began to build and was not able to finish.’” (Luke 14:28-30)
Intent
Our intent is to ensure that every learner is equipped and enriched with the requisite skills, at every key stage, to enjoy Mathematics. To facilitate this process, we develop our learners’ fluency in numeracy, conceptual reasoning and problem solving skills. Contents are carefully sequenced in our programmes of study to ensure our learners are well-rounded in all areas of Mathematics. We aim for our pupils to master Mathematics so that they can demonstrate their understanding by recalling and applying knowledge, representing concepts in a variety of ways, and communicate mathematically when dealing with mathematical problems.
Key Stage 3
The programme of study at this Key Stage is embedded with skills aimed at preparing pupils for the study of Mathematics GCSE. Our goal at the end of Year 9, is that pupils would have learnt the core skills and are beginning to solve problems in all areas of the Key Stage 3 Mathematics curriculum. The department recognises that Algebra is the key to solving most problems in Mathematics. Consequently, at the start of Year 7, we drill our pupils, rigorously, in Algebra, and then Number skills, Data Handling and Shape & Space. The department recognises that the majority of the pupils that come through our doors would benefit from having an early introduction to basic Algebra contents and application. Therefore, to ensure our learners become fluent in reasoning mathematically when faced with problems, Algebra and Number skills are the core of the content we address.
The department uses every opportunity to test the application of those skills using conceptual contents with real life scenarios, when possible. There is seamless transition from Key Stage 3 to Key Stage 4, due to measures put in place, and our pupils are better prepared to face the challenges of studying the Mathematics GCSE course.
The assessment descriptors for this subject are available here.
Key Stage 4
GCSE Mathematics at Trinity starts in Year 10, however, the program of study for year 9 is populated with some cross-over contents of both Foundation and Higher GCSE Mathematics. Large proportions of the content at the start is application of Number skills, Shape & Space with the introduction of new Algebra content. Most of the Algebra content is in Year 10, with higher level topics in Year 11 due to the level of sophistication required in those aspects. The aim is to further the fluency, reasoning and problem solving skills of our pupils. Our aim in the Mathematics department is to not only equip our pupils with the ability to pass their Mathematics GCSE at the highest level, but also to prepare them with the ability to use mathematics in their daily lives. The success of our pupils in the Mathematics GCSE has meant that an increasing number of our pupils go on to study Mathematics or Mathematics related courses at A Level.
Below is the link for the Mathematics GCSE curriculum.
Implementation
Our lessons begin with engaging starter questions to get pupils fully engaged. Thereafter, the content of the lesson is facilitated using exemplars with input from pupils as often as possible. Pupils are then encouraged to take the initiative to work through a set of questions with increasing challenges and know when to use the 4Bs, for support, whilst attempting challenging questions. Lessons are structured to ensure pupils regularly find the opportunity to Stretch and Challenge themselves by applying theirs skills in a variety of problem solving questions. Gaps in pupils’ knowledge are, regularly identified through detailed analyses of their class works and assessments. Tailored regular intervention programmes that run throughout the academic year are, then put in place to close the gaps.
