MATHEMATICS
DEPARTMENTAL
HANDBOOK
Updated Oct 2013
Our Vision
We will: Support and encourage all pupils in mathematics to achieve regardless of background
 Support all pupils to make good to outstanding progress during their time at St Georges
 Expect outstanding behaviour and effort from ALL
 Work collaboratively to ensure improvement and development.
 Deliver a broad and balanced curriculum to meet the needs of a modern society
 Promote a positive Christian ethos.
Our Aims
Key focus from School Progress Plan
1. Attainment - All pupils can achieve.
2. Teaching and Learning - where lessons are good as a minimum requirement
3. Outstanding behaviour - expect outstanding behaviour
4. Develop leadership / management – professional development
5. Christian Ethos – maintain, develop and protect our Christian ethos
Our Objectives





To show and convey interest and enthusiasm for the subject.
To maintain good discipline and thus create a learning environment.
To introduce suitable Mathematical concepts by investigative methods.
To set homework to reinforce the understanding of methods introduced in class and to
set tests to gain a measure of understanding.
To encourage full participation in class, to ask when in difficulty and to contribute to
class discussion.
See Appendix 1:- Departmental Action Plan
Department
Historical Data
Maths A* - C
Results:
2008
2009
2010
2011
2012
2013
27%
33%
55%
56%
62%
72%
2
The Curriculum (G10)
KS3
Pupils in Years 7, 8 and 9 at present are following the National Programme of Study in
preparation to sit Optional Papers during the Summer Term. The Mathematics Department has
organised this into Schemes of Work focusing on achieving the classes targets. It defines
lesson content and the amount of time to be spent teaching each topic on a term by term basis
for each of the Years 7, 8 and 9.
Specific details of the Scheme of Work currently being followed is on the schools Shared
Drive/ Maths Staff / Schemes of Work.
On entry to the school each September Year 7 pupils complete the Transition Units on
sequences (hand shake problem).
Note:- Since the current national curriculum programmes of study for mathematics at key
stages 3 and 4 have been disapplied with effect from 1 September 2013 and are no longer
statutory. This means that schools are free to develop their own curriculums for mathematics
that best meet the needs of their pupils, in preparation for the introduction of the new national
curriculum from September 2014
KS3 Curriculum is being developed in accordance to changes required to the curriculum
which will be ready for implementation June 2014 (see Appendix 3 for content).
Top Level Overview for KS3 2013 - 2014
Test
Year 7 Topics
Progress Point
1
Algebra 1
Number 1
21st October
PP1 – 11th November
2
SSM 1, 2 & 3
Number 2
Algebra 2
13th January
PP2 – 27th January
3
Number 3
Data Handling 1, 2 & 3
10th March
PP3 – 24th March
Algebra 3, 4 & 5
Number 4 & 5
SSM 4 & 5
9th June
PP4 – 23rd June
Optional
Tests
Test
Optional
Tests
Test Date
Year 8 Topics
Test Date
Progress Point
1
SSM 1 & 2 (Summer Y7)
SSM 3 & 4
21st October
PP1 – 11th November
2
Number 2, 3 & 4
Algebra 2
13th January
PP2 – 27th January
3
Algebra 4 & 5
Number 1
Algebra 1
10th March
PP3 – 24th March
Data Handling 1, 2 & 3
Algebra 3
9th June
PP4 – 23rd June
3
Test
Optional
Tests
Year 9 Topics
Test Date
Progress Point
1
Algebra 1 & 2 (Summer Y8)
Number 1 & 2
21st October
PP1 – 11th November
2
SSM 1, 2 & 3
Algebra 3 & 4
13th January
PP2 – 27th January
3
Algebra 5
Data Handling 1 & 2
10th March
PP3 – 24th March
SATs revision
9th June
PP4 – 23rd June
KS4
Allocation of pupils to their teaching groups in the Upper School is based on their Key Stage 3
SAT results in conjunction with other data. The Department uses the Edexcel Examination
Board. This permits two levels of entry; Higher and Foundation, the school follows the linear
scheme of work. All pupils are prepared for GCSE at a level of entry appropriate to their
ability.
Specific details of the Scheme of Work currently being followed is on the schools Shared
Drive/ Maths Staff / Schemes of Work.
Note:- Since the current national curriculum programmes of study for mathematics at key
stages 3 and 4 have been disapplied with effect from 1 September 2013 and are no longer
statutory. This means that schools are free to develop their own curriculums for mathematics
that best meet the needs of their pupils, in preparation for the introduction of the new national
curriculum from September 2014
Current Year 11 have been taught in a modular fashion. In year 10 they covered Module 1 and
Module 2. The content in Module 3 will be completed by Easter. From this point Year 11 will be
constantly preparing for their exams by completing past papers, self-analysing and building a
revision programme to suit their needs.
There will be a series of Mock examinations to get them exam ready.
Proposed dates for Mock Exams are
Week beginning 21st October 2013
Week beginning 6th January 2014
Week beginning 17th March 2014
4
KS4 2 year programme of Study overview
The table below shows an overview of modules in the Linear Foundation tier scheme of work.
Mod
Title
Est hrs
no.
Term
Published Modular Student Book
*Yr9 Su
teaching
1
Integers
7
2
Decimals
4
*Yr9 Su
Unit 2 chap 1, 3.10, 3.11, 8.4 except
reciprocals Unit 3 chap 1.1
Unit 2 chap 3
3
Coordinates
4
*Yr10 Au
Unit 2 chap 10.1-3
4
Angles, lines and triangles
6
*Yr10 Au
5
Reading scales and converting units
5
6
Collecting data
4
Yr10 Au
Unit 2 Chap 14, 15.1, 16.2,16.4 except
accurate drawings Unit 3 chap 7.5, 7.7
Unit 2 Chap 17 except scale drawings (Unit 3
chap 7.7)
Unit 1 Chap 1
7
Charts and graphs
5
Yr10 Au
Unit 1 Chap 2, 3.7, 3.8, 4.3
8
Symmetry, Similarity and Congruence
4
Yr10 Au
9
Types of number
8
Yr10 Au
Unit 2 Chap 15.3, 15.6, 15.7 except
congruence Unit 3 7.1, 7.3
Unit 2 Chap 2.1-2.3, 3.5, 8.1,8.2
10
Introduction to algebra
4
Yr10 Au
Unit 2 Chap 7.1-7.5, 7.8
11
Constructions
5
Yr10 Sp
Unit 3
Unit 2
*Yr10 Au
12
Patterns and sequences
5
Yr10 Sp
13
Properties of quadrilaterals and parallel lines
5
Yr10 Sp
Unit 2 except bearings (Unit 3)
14
Fractions
7
Yr10 Sp
Unit 2
Unit 1
15
Pie charts
3
Yr10 Sp
16
Fractions, decimals and percentages
4
Yr10 Sp
Unit 2
17
Applications of percentages
5
Yr10 Sp
Unit 2
Unit 2
18
Algebra using powers and brackets
4
Yr10 Sp
19
Ratio and proportion
6
Yr10 Su
Unit 2
20
Linear equations and inequalities
6
Yr10 Su
Unit 3
Yr10 Su
21
Perimeter and area
7
22
3-D shapes
4
23
Real-life graphs
5
24
Straight line graphs
4
Yr10 Su
Unit 2 except converting between metric
units of area and understanding how
enlargement changes areas (Unit 3)
Unit 2 except nets and surface area of
cylinders (Unit 3)
Unit 2 except filling containers and non-linear
graphs (Unit 3)
Unit 2
25
Compound measures
5
Yr10 Su
Unit 2
26
Timetables and distance-time graphs
5
Yr11 Au
Unit 2
Yr11 Au
Unit 2 except enlargement and converting
units of volume (Unit 3)
Unit 1
Yr10 Su
Yr10 Su
27
Volume
5
28
Probability
9
29
Formulae
7
30
Angles properties of polygons
5
Yr11 Au
Unit 2 except changing the subject of a
formula (Unit 3)
Unit 3
31
Transformations
6
Yr11 Au
Unit 3
32
Scatter graphs and correlation
5
Yr11 Sp
Unit 1
Unit 1
Yr11 Au
Yr11 Au
33
Averages and range
7
Yr11 Sp
34
Quadratic graphs
3
Yr11 Sp
Unit 3
35
Trial and Improvement
3
Yr11 Sp
Unit 3
Yr11 Sp
Unit 3 except naming parts of circle and
drawing circle (Unit 2)
Unit 3
36
Circles
5
37
Pythagoras’ Theorem
5
Total
Revision - Past Papers, Questions, Top 40
190 HRS
30+
5
Yr11 Sp
The table below shows an overview of modules in the Higher tier scheme of work.
Mod
Est
Title
no.
1
Term
Published Modular Student Book
5
*Yr9
Unit 2 Ch 3
Unit 2 Ch 9.1,9.2, 14.8
teaching
hours
Integers and decimals
2
Coordinates
3
*Yr9
3
Fractions
5
*Yr9
Unit 2 Ch 2.1-2.3, 3.1
4
Algebra
7
* Yr10 Au
Unit 2 Ch 7.1, 8.1-8.4, 10.1, 11.1-11.3
* Yr10 Au
5
Shape and angles
6
6
Collecting data
4
* Yr10 Au
Unit 2 Ch 12.2, 13, except bearings (Unit 3
Ch 14.6)
Unit 1 Ch 1
7
Displaying data
7
Yr10 Au
Unit 1 Ch 3.1, 3.2, 3.4-3.3.7, 4.3-4.7
Yr10 Au
Unit 3 Ch 14.1-14.5
Yr10 Au
8
Construction and loci
5
9
Types of number
7
10
Patterns and sequences
4
Yr10 Au
Unit 2 Ch 1.1,1.2, 1.4, 5.1-5.3 except calc use
for standard form Unit 3 Ch 1.4
Unit 2 Ch 7.5, 7.6
11
2-D and 3-D shapes
4
Yr10 Sp
Unit 2
12
Perimeter and area
7
Yr10 Sp
13
Fractions, decimals and percentages
8
Yr10 Sp
Unit 2 except circles and converting units
of area
(Unit 3)
Unit 2 and Unit 3
14
Formulae and linear equations
7
Yr10 Sp
Unit 2 and Unit 3
15
Linear graphs
5
Yr10 Sp
16
Simultaneous equations
4
Yr10 Sp
Unit 2 except solving inequalities
graphically (Unit 3)
Unit 3
17
Probability
7
Yr10 Su
Unit 1
18
Ratio and scale
7
Yr10 Su
Unit 2 and Unit 3
19
Averages and range
8
Yr10 Su
Unit 1
Unit 3 except use of surds (Unit 2)
20
Pythagoras and trigonometry
8
Yr10 Su
21
Trial and Improvement
4
Yr10 Su
Unit 3
22
Surface area and volume
7
Yr11 Au
23
Compound measures
7
Unit 3 except surface area/volume of
cuboids (Unit 2)
Unit 2 except density and bounds (Unit 3)
24
Transformations
6
25
Similarity and Congruence
5
Yr11 Au
Unit 3 except recognising
rotation/reflection (Unit 2)
Unit 3
26
Quadratic functions, equations and graphs
7
Yr11 Au
Unit 3
27
Index notation and surds
6
Yr11 Au
28
Circle theorems
4
Yr11 Sp
Unit 2 except using calc for exploring
exponentials (Unit 3)
Unit 2 except six circle theorems (Unit 3)
29
Sine and cosine rules
5
Yr11 Sp
Unit 3
Unit 3
Yr11 Au
Yr11 Au
30
Vectors
5
Yr11 Sp
31
Further graphs and functions
5
Yr11 Sp
Unit 3
32
Transformations of functions
4
Yr11 Sp
Unit 3
Total
Revision - Past Papers, Questions, Top 40
183
HOURS
30+
6
Setting
Pupils are usually placed in Sets on the basis of ability and teacher recommendation. Ability is
assessed by evidence relating to three criteria;



Data referring to achievement and potential. (KS Levels, Raise, CATs)
Performance in class and homework
Performance in school tests.
The Department is currently using a model where each cohort has two top sets of roughly equal
ability in year 7 and 8. Year 9 is set according to ability, but this has been driven by English. So
pupils cannot move across bands.
Year 7, 8 and 9
Pupils arriving from Year 6 are normally placed in classes according to primary school
recommendations. These sets are re-formed by ability after receipt of the Key Stage 2 results
and assessment tests. Usually there is little movement.
The number of sets timetabled is determined by the size of the new intake. There are usually 8
classes. In the school year beginning September 2013 there will be eight sets, two top, four
middle and two bottom.
In the Summer Term decisions are made in regard to placements for Year 8, based on an
appraisal of each child’s performance against the three criteria listed above. In the school year
beginning September 2013 there will be eight sets, two top, four middle and two bottom.
The placements for Year 9, were based on an appraisal of each child’s performance against the
three criteria listed above. In the school year beginning September 2013 there will be eight
sets, five in the e band, 2 in the b band and two in the v band. Pupils Identified for v have been
placed in b due to English requirements.
The performance of pupils is monitored throughout Year 7, 8 and 9 so that movement up or
down sets is restricted to the similar sets, due to the effects on the timetable. It is possible
to move across sets, but agreement is required from all departments affected.
Year 10 and 11
Optional Test results received at the end of Year 9 largely determine which set a pupil is
allocated to in the Upper School. Presently organisation reflects 8 sets in Year 11 and Year 10.
However Year 11 is banded e and b, restricting movement. All follow the Linear GCSE course
and will only be entered at the end of year 11 unless there are exceptional circumstances. The
present Year 11 will enter Edexcel Mathematics Specification 1MA0 at either Higher, or
Foundation level.
7
Strategy Documents
SEN Support
Please also read the Statutory Policy

S5 SEN / Inclusion
Mathematics teaches us how to make sense of the world around us by developing a child's ability
to calculate, to reason and to solve problems. It enables children to understand and appreciate
relationships and pattern in both number and space in their everyday lives.
In addition to adhering to the school’s general SEN policy ,it is the policy of St Georges
Mathematics department to:

Ensure pupils understand the importance of mathematics in everyday life.

Recognise that literacy problems and poor organisational skills often necessitate
different approaches.

Develop and emphasize correct usage of Maths vocabulary and to encourage
explanation of methods of calculations.

Fill gaps in working knowledge.

Provide for breadth as well as depth of experience.

Use practical apparatus where appropriate throughout the learning process.

Reinforce and revisit topics frequently.

Ensure all pupils achieve their potential and show maximum progress.

Assess each pupil's level of attainment on a half termly / termly basis
Ways in which this can be done are by ;

Promoting the enjoyment and enthusiasm for learning through practical activity,
exploration and discussion.

Promoting confidence and competence with numbers and the number system.

Developing the ability to solve problems through decision-making and reasoning in a
range of contexts.

Developing a practical understanding of the ways in which information is gathered
and presented.

Exploring features of shape and space, and develop measuring skills in a range of
contexts.

Providing the opportunity to use a wide range of resources such as number lines,
number squares, digit cards and small apparatus to support pupils work. Wherever
possible encouraging pupils to use and apply their learning in everyday situations.

Encouraging pupils to ask as well as answer mathematical questions.

Matching the challenge of the task to the ability of the pupils via a range of
strategies – such as differentiated group work, working in pairs , problem solving
activities or games.

Ensuring the appropriate use of classroom assistants to support some children and
to ensure that work is matched to the needs of individuals.
Differentiation
It is acknowledged that within any set there is a considerable range of abilities and this is
particularly evident in the highest and lowest groups. Within any year group there are a small
number of students who are mathematically very able and provision for these gifted students is
dealt with in a separate section.
We therefore feel differentiation within each set is an important strategy to help each
individual pupil reach his or her potential in the subject. It is intended that it will allow each
student to grow in confidence and therefore have a more enjoyable learning experience.
8
Differentiation by Task
 Providing extension work for the more able students who finish work earlier. This should
be challenging and interesting work and not just more of the same. There is a range of
investigations and puzzle books available which are suitable for this purpose.
 Challenging early finishers to compose some questions of their own relating to the work.
These can then be swapped with each other and answered.
 Challenging early finishers to give mathematical reasons for their answers and a possible
mathematics proof. This would be only applicable to the most able students.
 Providing weaker students with follow up questions and tests to help improve their
understanding of a topic.
Differentiation by Expectation, Outcome and Teacher Support
 Pairing weaker students with stronger students in certain lessons. This can improve the
understanding of both students.
 Sitting weaker students nearer to the teacher to facilitate regular teacher input and to
ensure they employ correct methods and setting out.
 Setting pupils targets in individual tests based on prior data, which may include previous
test/exam, results and baseline test scores.
 Giving weaker students regular help throughout a lesson while more able students are
encouraged to think their way through problems by themselves.
Examples of strategies designed to cater for students with a range of learning styles.
 Enabling pupils to work individually, in pairs and in groups.
 Using IT based lessons to reinforce understanding of certain topics.
 Extending pupils using a variety of investigative work and following this up with
classroom discussions.
Rewards (School Core Policy C11)
We believe that the celebration of achievement is an important feature inside any classroom.
It is felt that rewards are essential to maintain pupil motivation and for the provision of a good
atmosphere where teaching and learning can take place.
The Mathematics Department
recognise creditable performances by praise, giving Learning Credits, recognising math’s star of
the week and when possible by displaying good work. The Mathematics Department also sends
letters / postcards to parents informing them of hard work and positive attitudes.
At both Lower and Upper School Presentation Evenings Mathematics prizes are awarded based
on assessments and academic achievement.
Informally during lesson time, when appropriate, small gifts, for example, a pen, pencil, crayons
or treats may be used as recognition of success and hard work.
Literacy (G11)
The development of literacy skills across all curriculum areas is vital. Effective literacy across
the curriculum will not only develop pupils’ ability to:
 Write for a variety of purposes and audiences, collect information, organise ideas and
write accurately to show “what they know” across subject areas
 Access information and read with understanding and comprehension
 Speak and listen effectively across a range of contexts, developing their ability ti
negotiate, hypothesise, present information and extend and clarify their ideas and
thinking.
9
Within the mathematics department we are developing schemes of work to:
 Highlight the importance of subject specific literacy
 Design tasks that will develop pupils reading, writing and speaking and listening skills.
Numeracy
St George’s school is committed to raising the standards of numeracy of all of its students, so
that they develop the ability to use numeracy skills effectively in all areas of the curriculum and
the skills necessary to cope confidently with the demands of further education, employment and
adult life.
All year 7 and 8 pupils and selected year 9 and 10 pupils have a numeracy lesson every fortnight.
St George’s use a programme called Accelerated Maths to help build confident numerate pupils.
Numeracy is a whole school issue and is supported by the Senior Leadership Team.
The purposes of our whole-school numeracy policy:




to develop, maintain and improve standards in numeracy across the school;
to ensure consistency of practice including methods, vocabulary, notation, etc.;
to indicate areas for collaboration between subjects;
to assist the transfer of pupils’ knowledge, skills and understanding between
subjects.
See shared staff drive for whole school numeracy policy.
Numeracy Timeline of Implementation
Strategy
Trial?
Inset?
Trial Date
Numeracy Audit
Numeracy Inset
Numeracy In
Progress Signs
Accepted
Techniques
Numeracy
Mats/Step By
Step
Numeracy Counts
Poster/Stickers
Numeracy Box
No
Yes
N/A
No
Yes
N/A
Full
Implementation
date
Dec ‘13/Jan ‘14
Feb ‘14
Feb ‘14
No
Yes
N/A
Feb/Mar ‘14
Yes
Yes
Mar/Apr ‘14
Sept ‘14
Yes
Yes
Mar/Apr ‘14
Sept ‘14
Yes
Yes
May/Jun/Jul ‘14
Sept ‘14
Able and Ambitious (G20)
The department is committed to the provision of a challenging and interesting curriculum for all
pupils.
In order to identify able and ambitious pupils, Key Stage 2 and CAT results along with FFT
predictions are used. However other pupils who stand out as having mental agility and a
developed reasoning capacity would also be included as part of the Able and Ambitious group.
10
Since pupils are taught in sets according to their ability the Able and Ambitious pupils are
placed in top sets. To ensure that pupils who have been identified as mathematically gifted are
sufficiently challenged in lessons, staff are expected;



To be aware of each individual’s potential.
To take responsibility for ensuring that work is delivered at an appropriate level.
To extend the tasks that able and ambitious pupils are presented with.
Recently published textbooks purchased by the Department assist this by concluding topics and
exercises with ‘Extension Work’ especially provided for Able and Ambitious pupils. Additional
teaching outside of the normal timetable will be provided.
Children identified as Able and Ambitious are also encouraged to participate in UKMT Challenge,
University led master classes, all usually introduce them to other Able and Ambitious children.
Teaching and Learning
Two points that staff remember are;

Managing children is not the main goal….helping them learn is. ‘Establishing a controlled
and orderly environment is not an end in itself; it is simply a necessary platform for
helping children learn and make progress.

Behaviour is significantly improved when students feel good about themselves, are fully
engaged in their learning and are experiencing regular success.’ (Strategies for Closing the
Learning Gap by Mike Hughes and Andy Vass)
In addition staff recognises the importance of the need to create a welcoming, safe
environment where wall space is used to support learning in order to help pupils to achieve a
state of relaxed alertness. All staff agrees that teaching aims must be clear and shared with
learners whilst tasks set should be unambiguous.
Mathematics lessons are organized according to ‘The Strategy,’ in three parts, a starter, the
main body of the lesson and a plenary to conclude. The ‘starter’ may or may not be associated
with the main body of the lesson since it is often used to reinforce learning so that key facts
from topics previously taught become ongoing reminders. The Department recommends that
lessons begin promptly and that teachers are aware of the importance of pace as lessons
progress. Written work should begin with a title and date. The plenary is a useful opportunity
for pupils to reflect on learning, verbalization of lesson content by pupils is encouraged to help
clarify the main learning aims in pupils’ minds.
Teachers are encouraged to apply knowledge about learning styles so that pupil preferences for
visual, auditory, and kinesthetic teaching methods satisfy all learners’ needs. Staff should be
aware of different learning styles and the impact that the mismatch between learning style and
teaching approach can have on behaviour, motivation and learning. This implies that staff;

make lessons multi-sensory

offer variety and choice in learning activities to ensure that all types of learner have
extensive opportunities to learn in their preferred style.
Intervention Strategy
Key Stage 4 Intervention
As part of the Intervention Strategy to help pupils achieve the best grade that they are
capable of at GCSE, staff provide additional tuition sessions (seminars) outside of lesson time
11
including lunchtime, college time and after school, for invited pupils. The teaching content of
these sessions is derived from the evaluation of mock examination papers. This enables
teachers to identify areas of weakness at both class and individual level so that revision of
these topics can be organized.
Pupils are helped to build a portfolio of revision materials to increase understanding of topics
found most difficult. Included in this portfolio are revision papers and answer booklets from
Edexcel. Copies of Past Papers by Churchill are available electronically on the school
Shared Drive under Year 11. Pupils are encouraged to use these materials and evaluate their
own performance.
Small groups of pupils have been timetabled for extra Mathematics lessons during the school
day. These pupils have been identified by school data as capable of deriving more benefit from
extra Mathematics tuition than from other provision. The implications of this are that the
named pupils are taught Mathematics for at least one more hour weekly than the main cohort.
Although the Department considers that the KS4 results are good, effort is constantly made to
improve them.
Key Stage 3 Intervention
It is considered crucial that pupils know at what level they are performing and what they need
to do to cross the thresholds, in particular Level 4 to 5. Displays of National Curriculum
requirements in ‘pupil speak’ are posted on the walls of all Mathematics teaching rooms. The
Department intends to develop targets as guidance of ‘How to go from Level 3 to Level 4’, ‘How
to go from Level 4 to Level 5’ and ‘How to go from Level 5 to Level 6’ in each topic area.
Year 7 Booster classes are targeted at pupils identified by data as Level 3 or below. The aim of
the teaching has been to help pupils secure a Level 4 in the Year 7 optional examination in June.
These pupils have an additional two hours a week to work on Passport Math’s.
Use of Data
Data on pupil’s background and attainment is maintained centrally in school and is accessible to
staff. Every Mathematics teacher is expected to be familiar with methods of retrieving and
sorting electronically stored data. Most often the Department uses data to identify target
groups that meet particular criteria. Specifically the use of data functions to assist teaching
and learning in the following ways;






Key Stage 2 results contribute to decisions about the placement in Sets of Year 7 children.
Key Stage 2 results indicate which pupils are likely to have special needs and which pupils
appear to be able and ambitious.
Key Stage 2 results provide an indication of pupils who can be identified as borderline Level
4/5. The Department is then able to provide booster lessons and develop strategies to raise
achievement with this group.
Cognitive Attainment Test (CAT) results enable staff to notice anomalies between
Quantitative, Verbal and Non-verbal scores. This helps staff to gain a fuller picture of
potential and to identify strengths and weaknesses.
Year 9 progress period results is used to identify Level 4b, Level 4a and Level 5c candidates.
When listed on a spreadsheet and sorted this data provides a clear indication of pupils that
may achieve Level 5 with intervention.
Key Stage 3 Optional test results provide an indication of pupils who can be identified as
borderline grade C/D. The Department is then able to provide extra lessons outside of
normal teaching time and strengthen the focus to raise achievement.
12



Raise Online Data also provide a means to identify pupils and provide intervention for
individuals or groups in any school year.
Raise give indications of pupils potential, this data needs to be used to assist in the target
setting process.
On the publication of the KS3 results, in June of each year, Pupils are identified, as for
example, 5a, 5b, 5c, 6a and so on. Stratification of SAT scores facilitates further
identification of strong or weak candidates at particular levels. These results at Key Stage
3 can be used to project scores at GCSE. Pupils who achieve Level 6+ are normally
considered potential A*- C grade candidates. Early identification in this facilitates the
organisation of intervention.
The Use of ICT
All Department staff are competent users of computer technology. Every teacher owns a school
laptop loaded with Microsoft Office and other software associated with Mathematics to
facilitate teaching and learning.
The Mathematics teaching rooms are fitted with interactive whiteboards. These enable staff to
present lessons on what resembles a very large computer screen. As well as serving as
attractive surfaces on which staff and pupils can write and demonstrate, they also provide a
means of loading specialist Mathematics software for projection to pupils. The Department has
invested in numerous interactive DVDs that allow teachers to present Mathematics in a fun way.
A wide selection of template’s, in particular, graph paper, squared paper, isometric paper etc can
be found on ‘ActivBoard’ which enable pupils to view aspects of shape and space and graphical
representations like never before.
The main I.T. used to supplement both KS3 & KS4 Mathematics lessons are;

www.mymaths.co.uk
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www.bbc.co.uk/schools/revision/
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http://gcsemaths.edexcel.org.uk/home/
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GCSE Mathematics DVDs
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Active Teach Edexcel GCSE Mathematics Foundation and Higher
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ActivBoard
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PowerPoint Maths
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Channel Four DVDs
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Interactive Starters (Target Boards, Target Dice etc….)
It is intended that ICT be used as one of several tools for learning. Occasionally pupils
investigate topics where the computer takes over the role of tutor, often it is used to introduce
and reinforce understanding.
Pupils are especially encouraged to use ICT in the completion of GCSE EXAM TYPE
QUeSTIONS during Years 10 and 11.
Christian Ethos (G1 and C2)
All Mathematics staff has committed to support the Christian Ethos. This is demonstrated by a
professional attitude, approach and conduct everywhere in St Georges. All staff have a part to
play in securing and maintaining a civilised and supportive workplace, with an important part to
play as role models, guides and mentors. The Staff Code outlines expectations in the Core
Policy C2.
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See Whole School Policies
Assessment Policy (C13)
Marking Policy (C13)
Homework Policy (G28)
The Department considers that the purpose of Homework is to reinforce classroom learning and
to help establish the habit of home study. All Mathematics staff gives every class Homework,
at least once weekly.
If particular pupils regularly fail to submit Homework it is advised that they complete it during
break or lunchtime. Persistent refusals to complete set tasks at home or in Homework Club are
likely to result in the imposition of sanctions, for example, lines or a Math’s Teachers Detention.
Failure to complete homework will result in parents being informed.
Health and
Please read
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Safety Policy (S9)
the following Core Policies
C4 – Saafeguarding Children
C5 – Child Protection, note designated teacher for the school is Mrs Ibbotson,
Deputy Child Protection Co-ordinator Mrs M Stewart, Governor is Dcn A Wren.
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C7 Guidance on Safe Working Practice
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C10 Reporting Incidents / Accidents
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C16 Security on Premises / Fire & Other Procedures
Please read the Statutory Policy
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S9 Health and Safety
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Appendix 3
Subject content for New KS3 Programme Of Study
Through the mathematics content, pupils will be taught to:
Develop fluency
 consolidate their numerical and mathematical capability from key stage 2
 apply appropriate calculation strategies and degrees of accuracy to increasingly complex
problems
 extend their understanding of the number system to include all fractions and surds
 calculate with fractions and surds as exact numbers
 use algebra to generalise arithmetic and to formulate mathematical relationships
 substitute values in expressions, rearrange and simplify expressions, and solve equations
 move fluently between different representations such as algebra, graphs and diagrams
 develop algebraic and graphical fluency and understand linear and quadratic functions
 interpret relations algebraically and graphically
 use language and properties precisely, such as with 2D and 3D shapes, algebraic expressions,
probability and statistics
Reason mathematically
 extend their understanding of the number system, make connections between
 number relationships, and their algebraic and graphical representations
 extend and formalise their knowledge of ratio and proportion in working with measures and
geometry, and in formulating proportional relations algebraically
 identify variables and express relations between them algebraically and graphically
 establish when to use additive, multiplicative or proportional reasoning from the underlying
structure of a problem when working numerically
 begin to reason deductively in geometry
 develop reasoning in different areas of mathematics and begin to express their arguments
formally.
Solve problems
 develop their mathematical knowledge, in part through solving problems and evaluating the
outcomes
 develop their use of formal mathematical knowledge to solve and devise problems, including in
financial mathematics
 begin to model situations mathematically and express the results using a range of formal
mathematical representations
 apply elementary knowledge to multi-step and increasingly sophisticated problems
 select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine
problems.
Number
Pupils should be taught to:
 use place value, including for decimals, measures and for any size of integers; the language of
larger and smaller numbers; and ordering numbers, including the correct use of =, ≠, <, >, ≤, ≥
 use the four operations, including formal written methods, applied to integers, decimal
fractions, simple fractions (proper and improper) and mixed numbers, all both positive and
negative
 understand and use conventional notation for the priority of operations, including brackets,
powers, roots and reciprocals
 understand the relation between operations and their inverses and identify the inverse of a
given operation where this exists
 know and use integer powers and associated roots (square, cube and higher), including the use of
surd notation (e.g. √8), and distinguish between exact representations of surds and their
decimal approximations
Updated Oct 2013
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interpret and compare numbers in standard form A x 10 1≤A<10, where n is a positive or negative
integer
compare, order and convert between fractions and decimals
interpret percentages and percentage changes as a fraction or a decimal, and calculate these
multiplicatively
use mass, length, time, money and other measures, including with decimal quantities
use a calculator and other technologies to calculate results accurately and then interpret them
appropriately
estimate number, measures and approximate answers, including using these to check other
calculation methods
round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of
decimal places or significant figures), including simple error intervals, using standard interval
and inequality notation a<x≤b, and standard notation for open and closed intervals x ϵ (a,b]
use prime numbers, common factors and common multiples for whole numbers with two and three
digits, including highest common factor and lowest common multiple, understanding these as the
intersection and union of the prime factors, and other classifications of number, including
product notation
understand the infinite nature of the sets of integers, real and rational numbers
interpret the number line as a model of the structure of the real number system, including such
ideas as infinite divisibility.
Algebra: using equations and functions
Pupils should be taught to:
 use formulae by substitution to calculate the value of a variable, including for scientific
formulae
 begin to model simple contextual and subject-based problems algebraically
 solve linear equations in one variable in a variety of contexts, including subject-based problems,
using algebraic methods
 calculate and interpret gradients and intercepts of linear functions numerically, graphically and
algebraically, using y=mx+c.
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use linear and quadratic graphs to estimate values of y for given values of x and vice versa and
approximate solutions of simultaneous equations
use given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal
graphs, to find approximate solutions to contextual problems.
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Algebra: expressing relationships
Pupils should be taught to:
 read and interpret algebraic notation
 understand and use the concepts and vocabulary of terms, expressions and factors
 express known relations, including spatial generalisations, algebraically using accurate notation,
including prioritisation of operations
 manipulate algebraic expressions to maintain equivalence, including expanding products of
binomials, factorising by taking out a common factor, collecting like terms and simplifying
expressions
 recognise an arithmetic progression, and find the nth term
 make and test conjectures about recursive and long-term behaviour of geometric and other
sequences that arise within and outside mathematics
 recognise, sketch and produce graphs of linear and quadratic functions of one variable with
appropriate scaling, using equations in x and y and the cartesian plane
 interpret mathematical relationships both algebraically and graphically.
Ratio, proportion and rates of change
Pupils should be taught to:
 use ratio and scale factor notation and methods involving conversion, mixing, measuring, scaling,
comparing quantities and concentrations
 calculate missing quantities and totals using given ratios, including reduction to simplest form
 solve problems involving percentage change, including: percentage increase and decrease and
original value problems, simple interest in financial mathematics and repeated growth
 use multiplicative reasoning where two quantities have a fixed product or fixed ratio including
graphical, and algebraic representations
 use compound units such as speed, unit pricing and density to solve problems
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solve kinematic problems involving constant speed.
Geometry and measures
Pupils should be taught to:
 solve problems involving perimeter and area of triangles, circles and composite shapes; and
cross-sectional areas, surface area and volume of cubes, cuboids, prisms, cylinders and
composite solids
 use concrete and digital instruments to measure line segments and angles in geometric figures,
including interpreting scale drawings
 describe, sketch and draw using conventional terms and notations: points; lines; parallel lines;
perpendicular lines; right angles; regular polygons; reflectively and rotationally symmetric
polygons; and irregular polygons
 derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures (e.g.
equal lengths and angles) using appropriate language and technologies
 identify and construct congruent triangles, and construct similar shapes by enlargement,
including on coordinate grids
 solve problems involving spatial properties on coordinate grids
 know and use angle relations in parallel lines to deduce unknown angles
 apply angle facts, triangle congruence, similarity and properties of named quadrilaterals to
conjecture and derive results about angles and sides, using transformational, axiomatic and
property-based deductive reasoning
 use Pythagoras’ Theorem and side ratios in similar triangles to solve problems in right-angled
triangles
 identify properties of the faces, edges and vertices of: cubes, cuboids, prisms, cylinders,
pyramids, cones and spheres
 interpret mathematical relationships both algebraically and geometrically.
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Probability
Pupils should be taught to:
 record and describe the frequency of outcomes of simple probability experiments involving
randomness, fairness, equally and unequally likely outcomes, using appropriate language and the
0-1 scale
 enumerate sets and combinations of sets systematically, using tables, grids and Venn diagrams
 generate theoretical sample spaces for single and combined events with equally likely, mutually
exclusive outcomes; use these to calculate theoretical probabilities; and know that the
probabilities of an exhaustive set of mutually exclusive outcomes sum to one.
Statistics
Pupils should be taught to:
 describe and compare univariate empirical distributions through: appropriate graphical
representation involving discrete, continuous and grouped data; and appropriate measures of
central tendency and spread
 describe simple mathematical relationships between two variables in observational and
experimental contexts.
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