This is a permanent post.
The person appointed will be:
a confident teacher of Mathematics to GCSE and beyond
interested in developing their use of ICT within Mathematics to enhance learning
conversant with the current developments within Mathematics
a team player, able to work within a collaborative faculty
The Mathematics Faculty at the Parkside Federation
Introduction
The Mathematics faculty is made up of the Maths departments at Parkside School and
Coleridge School. Following federation between the two schools in September 2005, the two departments converged to create a faculty across the two schools.
The Mathematics Department at Parkside Federation Academies has a distinctive ethos, echoing the whole school ethos of Excellence, Innovation and Collaboration.
Effective use of technology is at the heart of our innovative work, as is a commitment to promoting reasoning and thinking skills as the way to truly understand
Mathematics and be able to apply this understanding to any situation.
The faculty has developed a vision for the teaching of Mathematics across the
Federation:
1.
To make Mathematics enjoyable, exciting and interesting for all pupils, regardless of their ability, gender or ethnicity.
2.
To create a balanced and supportive culture in which pupils are confident to work collaboratively, to apply logic and reasoning to mathematical problems and to apply methods that are efficient and reliable without engendering a fear of failure or derision.
3.
To enable pupils to appreciate that Mathematics is more than "sums”, so that they consider its omnipresence and aesthetic well as raise their own expectations about their
qualities as
learning.

4.
To enhance the teaching and learning of Mathematics through Media and
Technology, engaging pupils’ understanding through moving image, animation and interactive technologies.
5.
To equip all pupils with functional tools that can be used throughout their lives, particularly to promote interest in science, engineering and other careers and to help pupils set high expectations for their future achievements.
Course Outline
All students follow the National Curriculum at Key Stage 3 and 4, organised into topics allowing spiral progression through reasoning and curriculum levels. The aim will be that the majority of students complete Levels 6 and 7 by the end of Key Stage 3. There is, for many pupils, the opportunity to cover Level 8 and beyond before starting Key
Stage 4. In addition to the National Curriculum, pupils may undertake specialised lessons during Key Stage 3 which promote and develop reasoning and cognitive skills.
Developing pupils’ ability in this area enables greater access to higher level thinking skills which equips pupils to engage with more abstract mathematical concepts.
The faculty provides ICT lessons as part of the curriculum at both schools. The Key
Stage 3 scheme of work include short modules dedicated to the teaching and application of Computing both through projects and curriculum based activities, covering the Spreadsheet and Database aspects as well as programming using
Scratch and Python.

At GCSE we are following the Edexcel (1MA0) syllabus. In addition, our most able pupils in Key Stage 4 follow the syllabus for the Free Standing Mathematics
Qualification 6993 - Additional Maths, with many electing to take the examination alongside their GCSE in year 11. This is proving to be a very popular optional course.
We are also offering a Managing Money course for some students at the lower ability range to support their GCSE qualification.
From September 2011, the Faculty has been delivering Maths courses as part of the
International Baccalaureate at Higher (including Further), Standard and Mathematical
Studies levels. This has an impact of the curriculum in younger years, as we move towards a more internationally minded curriculum giving students the appropriate preparation for the IB. There would be an opportunity for teachers to become part of the IB teaching team in future years.
Assessment and Grouping
Pupils are assessed during every unit using a combination of written tests, home learning, self-assessment and longer project work or assessed tasks. All staff are involved in setting, marking and recording information from these assessments on the faculty computerised records, which form the basis of our decision on grouping and inform reporting to parents. We have been developing a computerised tracking system that uses APP to monitor pupil progress. This system allows us to provide formative feedback to students automatically from assessments carried out during termly assessment periods. Every term, teachers are required to summatively grade students using the Go4Schools system. These records form the basis for teacher’s decisions regarding students’ achievement. The development of this system is ongoing, as the new curriculum and GCSE are introduced.
At Key Stage 3 the average class size is 30 and at Key Stage 4 it is approximately 25.
When pupils arrive at their secondary school they are taught in mixed ability form groups. From year 8, Maths classes are arranged using regular assessments so that

students’ needs are taken into consideration. At GCSE students are in mixed ability groups within the two exam tiers of Higher and Foundation. The number of groups at each tier tends to vary from year to year.
Home learning and assessment
The faculty sets weekly Home Learning tasks, in line with school policy. These tasks include an investigative style of problem, encouraging pupils to develop their ability to process mathematical problems, a formatively marked consolidation task and preparation for assessment. Except for the assessment preparation, these tasks are marked by their teacher who provides positive feedback and a target for improvement. In addition, students have ‘Mymaths’ home learning tasks allocated each module, which they should complete by the deadlines provided. This work is marked and assessed using the online tracking system provided. Pupils’ work is assessed on a weekly basis in class, either through peer-assessment, checking through questioning or by individual pupils. The faculty promotes independent thinking and learning, so pupils are encouraged to check work as they go and work together to resolve differences in answers.
Responsibilities and Development
There are opportunities within the faculty for staff to take a lead on different aspects, such as Gifted and Talented provision, SEN and Well-Being. Staff are able to take on additional responsiblilty as a way to support the department and to aim in
Professional Development. If any staff member has an interest in a particular aspect of responsibility then this can be utilised for the benefit of the faculty as a whole.
Faculty staff are invited to share elements of interest and best practice during the departmental meetings.