We in the maths department at the Queen Katharine Academy are creating a culture of success, positivity and belonging.
It is our ambition that all our maths students achieve, at each stage the highest possible step on their learning journey here with us. They will have the self-confidence, founded in their learning achievements and new lifelong skills to become good citizens of the world. Our culture of success, positivity and belonging will give our students the energy and enthusiasm for the challenges before them. We expect our students to take pride in their success with us and find their maths lessons a lasting inspiration.
For our students we seek to be the best.
Welcome to the Queen Katharine Academy Mathematics Department.
As you can see from our vision and mission statement our students and their success is at the heart of what we do.
A successful maths department is measured by the success of its students. Our core purpose is for more of our students to be successful and to achieve our vision.
We firmly believe that our vision will be achieved through our teaching and learning and the creation of our culture. Nearly all our interaction with our students is in the classrooms and corridors. That is where we will make our difference and have the most impact.
With behaviour, our culture is vital, so that it doesn’t matter what is happening ‘out there’ once they cross the line and get to maths they feel safe, behave and make progress as it is what they are used to.
Teaching and Learning:
We are committed to developing the quality of our teaching and learning as our core purpose. We will be a source for the promotion of inspirational teaching, problem solving and high-level thinking.
As teachers we will raise standards, expectations, achievement and aspiration among our students by:
- Offering full access to an exciting, challenging and relevant curriculum that will prepare our students for the rigours and demands of the new GCSE course and specification.
- Challenging and supporting all students to enable them to progress and reach their full potential
- Structure and plan our curriculum, resources and lessons to foster fluency, resilience, mastery, self-confidence, reasoning and problem solving.
- To allow opportunities for our students to become independent and lifelong learners.
As a department we want to be making a difference all of the time through our teaching and learning. We want our lessons to leave a lasting impact on our students’ lives and we want them to leave Queen Katharine Academy remembering their maths lessons.
We feel it is vital that we prepare our students for the more rigorous and demanding GCSE Mathematics Specification and the ever-changing demands and needs of our world and society.
Through the development of our new curriculum, we aim to meet the needs and demands of our GCSE and our ever- changing society and world by planning a curriculum that will allow us to
- Develop fluent knowledge, skills and understanding of mathematical methods and concepts
- Acquire, select and apply mathematical techniques to solve problems
- Reason mathematically, make deductions and inferences, and draw conclusions
- Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context
Through achieving, the demands required for the GCSE specification we also aim to develop skills for use beyond the classroom and in other learning areas (transferrable skills):
- Cognitive Skills:
- Non-routine problem solving – expert thinking, metacognition, creativity.
- Systems thinking – decision making and reasoning.
- Critical Thinking – Could involve general cognitive skills such as analysing, synthesising and reasoning skills.
- ICT Literacy – access, manage, integrate, evaluate, construct and communicate.
- Interpersonal skills:
- Communication – active listening, and oral, written, assertive and non-verbal communication.
- Relationship-building skills - teamwork, trust, intercultural sensitivity, service orientation, self-presentation, social influence, conflict resolution and negotiation.
- Collaberative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.
- Intrapersonal skills:
- Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to different personalities, communication styles and cultures.
- Self-management and self-development – ability to work remotely in virtual teams, work autonomously, be self-motivating and self-monitoring, willing and able to acquire new information and skills related to work.
Key Stage 3
Key Stage 3 – Year 7 to Year 9
The Key Stage Three curriculum aims to build on the solid foundations of the work done in KS2, by developing fluency, reasoning and problem solving skills across the five disciplines of mathematics; number, algebra, ratio and proportion, geometry, and statistics.
Students follow a linear programme of study across years 7-9, which aims to prepare them for the demands and challenges of the GCSE KS4 curriculum and specification. Through developing breadth and depth of topic specific content knowledge and cultivating resilience, students improve their problem solving skills.
The SOW has been designed to allow students to study topics to a greater level of depth, embedding problem solving at all levels and across all topics. Taking this mastery style approach and focusing on the five key principles of teaching for mastery; Coherence, Representation and Structure, Variation, Fluency and Mathematical thinking, ensures that all students, regardless of prior attainment, are given opportunities to experience the entire mathematics curriculum and ultimately make progress from their starting points.
Interleaving and spaced retrieval practice, in the form of RPQ (Retrieval Practice Quizzes) ensure that students continually revisit and revise content studied previously. Research in the field of cognitive science shows that this ‘retrieval’ is fundamental to the learning process. During these sections of lessons, students reflect on their areas of strength and areas for development, and are actively encouraged to work independently to close any gaps in their knowledge.
It is my hope that every single student at Queen Katharine Academy enjoys their mathematical studies, and that they start KS4 with a solid grounding in basic mathematical skills and the ability to reason and solve problems; skills that are transferrable across the curriculum.
Please do not hesitate to contact me with any queries regarding the KS3 Curriculum via email at firstname.lastname@example.org
Key Stage 4
Key Stage 4 - Year 10 to Year 11
The Key Stage Four curriculum aims to build on the solid foundations of the work done in KS3, by developing fluency, reasoning and problem solving skills across the five disciplines of mathematics; number, algebra, ratio and proportion, geometry, and statistics.
Students follow a linear programme of study across years 10-11, which is designed to give them the confidence, mathematical skills, knowledge and understanding that they will need, in order to be successful on whichever career path they choose. Through developing breadth and depth of topic specific content knowledge and cultivating resilience, students can improve their problem solving skills; an essential skill for future employment.
We use data to inform our teaching, and the content and resources allow us to embed and deepen the skills and knowledge that our students already have. Through the delivery of content, use of resources and interventions, both in and out of lessons, we will target the areas our students need to focus on. We aim to do this through the development of their fluency, reasoning, and problem solving skills to maximise their progress and therefore their attainment.
Through the delivery of our Vision and Mission Statement and embedding of our culture in our corridors and lessons we will aim to meet the demands and rigours of the GCSE specification.
Please do not hesitate to contact me with any queries regarding the KS4 Curriculum via email at email@example.com
Type of Qualification: GCSE
Qualification/Course Name: Pearson Edexcel Level1/Level 2 GCSE (9 – 1) in Mathematics
Subject Code: 1MA1
Paper/Component Code: Paper 1 – 1MA1/1F or 1MA1/1H
Paper 2 – 1MA1/2F or 1MA1/2H
Paper 3 – 1MA1/3F or 1MA1/3H
GCSE Qualification at a glance
Full GCSE Specification – Issue 2
Maths department Flightpath
GCSE Grading Structure Explained
Year 10 objectives
Year 11 objectives
Year 10 Term 2A objectives
Year 11 Term 2A objectives
Key Stage 5
Key Stage 5
The Key Stage Five curriculum aims to build on the skills required at the end of the GCSE examinations for students aiming for grades 7, 8 and 9. We also aim to further the development of their fluency, reasoning, and problem solving skills to maximise their progress and therefore their attainment at AS-Level and A-Level.
The curriculum at key stage 5 embeds the associated mathematical thinking and understanding that is required across the whole of the course at year 12 and year 13.
Alongside mathematical thinking and understanding, the curriculum embeds and develops the themes that are part of every topic and chapter throughout the course.
The overarching themes are
- Mathematical argument, language and proof
- Mathematical problem solving
- Mathematical modelling
Through the delivery of our curriculum and the specification, we want to enable our students to:
- understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study
- extend their range of mathematical skills and techniques
- understand coherence and progression in mathematics and how different areas of mathematics are connected
- apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general
- use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly
- reason logically and recognise incorrect reasoning
- generalise mathematically
- construct mathematical proofs
- use their mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy
- recognise when mathematics can be used to analyse and solve a problem in context
- represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them
- draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions
- make deductions and inferences and draw conclusions by using mathematical reasoning
- interpret solutions and communicate their interpretation effectively in the context of the problem
- read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding
- read and comprehend articles concerning applications of mathematics and communicate their understanding
- use technology such as calculators and computers effectively and recognise when their use may be inappropriate
- take increasing responsibility for their own learning and the evaluation of their own mathematical development
Type of Qualification: GCE
Qualification/Course Name: Pearson Edexcel Level 3 Advanced Subsidiary GCE in Mathematics
Subject Code: 8MA0
Paper/Component Code: Paper 1 – 8MA0/01 (Pure Mathematics)
Paper 2 – 8MA0/02 (Statistics and Mechanics)
To look in more detail at the content objectives and the actual content please refer to AS-Level Overview and SOW – 1 year
Type of Qualification: GCE
Qualification/Course Name: Pearson Edexcel Level 3 Advanced GCE in Mathematics
Subject Code: 9MA0
Paper/Component Code: Paper 1 – 9MA0/01 (Pure Mathematics)
Paper 2 – 9MA0/02 (Pure Mathematics)
Paper 3 – 9MA0/03 (Statistics and Mechanics)
To look in more detail at the content objectives and the actual content please refer to A-Level Overview and SOW – 2 year
Useful Mathematics Websites:
Subject Leader: Michael Hancock - firstname.lastname@example.org
Second in department: Stephanie Anderson – email@example.com
KS3 co-ordinator: Marcin Hajdecki – firstname.lastname@example.org
Classroom Teacher: Liam Oliver – email@example.com
Classroom Teacher: Henry Agada - firstname.lastname@example.org
Classroom Teacher: Muhammad Tayyab - email@example.com
Classroom Teacher: Ishana Pradeep - firstname.lastname@example.org
Classroom Teacher: Joanne Hammond - email@example.com
Classroom Teacher: Maria Aza - firstname.lastname@example.org