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Maths

Members of Staff

Ms B. Patel: Head of Maths
Mr H. Patel: 2 i/c Maths/Teacher of Maths
Mr Z. Thandi: Teacher of Maths
Mr M. Phythian: Teacher of Maths
Ms B. Dhamelia: Teacher of Maths
Mrs C. Mitchell: Teacher of Maths
Ms B. Dhamelia: Teacher of Maths

Why Study Maths?

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology.  It is also important in everyday living, in many forms of employment, and in public decision-making.  As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest. 

It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.

The Aims of the Maths Department

In Maths our vision is to ensure that every student, irrespective of their academic ability, gets every opportunity to become a secure mathematician. Every student should be given the confidence to question why and progress so far that they can achieve beyond their own targets. This will be achieved by the following:

  • To set challenging targets with high expectations for all pupils.
  • To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.
  • To smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at The Lancaster Academy.
  • To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.

KS3/4 Mathematics

All students in Years 7 to 11 follow a bespoke, progressive, 5-year spiral curriculum. All students have 8 hours of mathematics teaching over a 2-week timetable. Students are put into sets in all year groups. 

We use an investigative way of learning mathematics, where we get students to understand the concepts of mathematics and make conjectures themselves about processes in maths. Students are encouraged to discuss their ideas and formulate their own understanding, this is followed up with set tasks and teacher led discussions. Topics covered follow the National Curriculum and GCSE specifications and include modules on: 

Number 

Calculations 

Constructions 

Ratio and Proportion 

Equations and formulae 

Functions and Graphs 

Data Probability 

Mensuration 

Sequences 

Angles 

Transformations 

Indices 

Embedded in all our teaching is the ability to informally assess and adjust ensure individual pupils can make the best progress they can. Our schemes of work for each module includes a summative topic assessment at the end module. Students are actively encouraged to attempt all problems and possible solutions discussed and compared as a class as part of the feedback process. 

Following each assessment, pupils receive personalised feedback on their performance detailing their successes and areas for development. The assessments we use are produced specifically for our KS3/4 modular schemes of work. 

 

Year 11 

At the end of Year 11, students will sit 3 exams, each 90 minutes in length. All are out of a possible 80 marks; the first is non-calculator, with the other two calculator. New content has been moved from the original higher specification into foundation, content has been moved down for A-Level to higher at GCSE and a range of new topics have been introduced over both higher and foundation. 

 

The following table indicates the topics taught and total percentages in the GCSE papers. 

 

Topic Area 

Foundation Tier (%) 

Higher Tier (%) 

Number 

25 

15 

Algebra 

20 

30 

Ratio 

25 

20 

Geometry 

15 

20 

Probability and statistics (combined) 

15 

15 

 

For the last 5 years, the most able mathematicians in Year 11 have also had the chance to sit the AQA Level 2 Certificate in Further Mathematics which provides greater challenge for able mathematicians without accelerating pupils into A level work.  

Students who are not entered for the GCSE will be entered for AQA Entry Level Mathematics at Levels 1 and 2 

In 2023 we will also have our first cohort of students in Year 11 entered for a GCSE in Statistics.  

 

 

Useful resources/Home Support 

Parents can do lots to support their child at home with their mathematics. A list of ways to help follows: 

BBC bitesize website also has lots of information and help with mathematics. 

At home, teach your child to read the time, read timetables when you go on trains, calculate the cost the bill when you eat out, get them to weigh out food, talk about distances in metric and imperial. Every little bit of maths at home helps. 

Encourage your child to practice their times tables and do a little maths every day 

And please remember - Maths is fun, don’t be frightened of it, encourage and tell your child they can 

 

succeed in maths! 

We subscribe to Hegarty Maths, a particularly comprehensive resource that allows pupils to test their understanding on particular topics and videos to use in the event that they need extra support. Regular completion of your child’s individualised ‘Memri’ task will allow opportunities for them to revisit mistakes they may have made in the past and improve their understanding. Extending pupils' learning outside the classroom is particularly important and we would encourage you to involve yourself in your child's homework and actively promote the importance of being numerically literate in everyday life. To that end, students will regularly receive mathematics homework in line with the school’s homework policy. 

Assessment & Personalised Learning

We assess students every term against the assessment criteria relevant to their ability and schemes of learning are planned to ensure progression for all individuals. Feedback to students on how to progress is therefore personalised to meet their individual needs.

Although students are organised in ability sets, there can still be a wide range of ability in the class. We aim to:

  • Establish a classroom climate where all students feel that they can contribute, and which secures their motivation and concentration
  • Adopt teaching strategies to keep all students suitably challenged
  • Provide appropriate support, aids or interventions to give particular students access to the planned programme and to keep any who might fall behind in step with the rest of their class.

 Strategies are quickly put into place after careful analysis of assessment data to aid progression. Examples of strategies include:

  • Questioning – targeting individuals or groups, open questions, encouraging students to explain strategies and methods to each other
  • Teaching focused at times on individuals/groups while others work independently.
  • Targeting teacher’s own support or the support of additional adults in the classroom.
  • Providing resources to support particular students especially those who need more support or who need more of a challenge
  • Open-ended tasks – investigations and problem solving activities which aim to mirror real life situations
  • Individual or small group withdrawal with a qualified mathematics teaching assistant or mathematics tutor for students who require more personalised support

After school sessions, especially those who are close to exams

Enrichment

Selected students in Years 7 and 8 are entered into the UKMT Junior Challenge and in Years 9, 10 and 11 selected students are entered into the UKMT Intermediate Challenge. There are also various trips and visits arranged throughout the year.

Useful Resources/Home Support

Parents can do lots to support their child at home with their mathematics. A list of ways to help follows:

  • BBC bitesize website also has lots of information and help with mathematics.
  • At home, teach your child to read the time, read timetables when you go on trains, calculate the cost the bill when you eat out, get them to weigh out food, talk about distances in metric and imperial. Every little bit of maths at home helps.
  • Encourage your child to practice their times tables and do a little maths every day

And please remember - Maths is fun, don’t be frightened of it, encourage and tell your child they can

succeed in maths!

Here are a list of useful websites to use:

Revision

https://www.bbc.co.uk/bitesize/subjects/zqhs34j

http://www.mathsisfun.com/index.htm

https://corbettmaths.com/

https://www.onmaths.com/

https://hegartymaths.com/login/learner

Tutorials

http://www.bbc.co.uk/learningzone/clips/topics/secondary/maths/algebra.shtml

http://www.bbc.co.uk/learningzone/clips/topics/secondary/maths/geometry.shtml

http://www.bbc.co.uk/learningzone/clips/topics/secondary/maths/numbers.shtml

 

Interactive Applets and Games

http://www.what2learn.com/category/mathematics/

http://www.bbc.co.uk/schools/gcsebitesize/games/bingo/index.shtml

http://www.topmarks.co.uk/Interactive.aspx?cat=30

http://www.subtangent.com/maths/index.php

http://www.supermathsworld.com/

https://nrich.maths.org

https://www.cgpbooks.co.uk/interactive_gcse_maths

Past Papers

http://www.netagency.co.uk/keyedin2/satsprep.html

https://www.onmaths.com/

http://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300/assessment-resources