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Est. 1921

Maths

CURRICULUM VISION

INTENT:

What is the curriculum aim / vision for this subject?

  • To equip students with numeracy skills in order to solve problems and reason mathematically.

  • Students will be able to use these skills in a wider context.

  • To create successful learners who are confident mathematicians and enjoy the subject

What do we expect students to get from this subject?

  • Enjoyment of the subject.

  • Achieve or exceed their expected progress.

  • Use their numeracy skills to make a positive contribution to the workplace and society.

Maths 1

Maths 2

Numeracy Bingo (Year 7 students)

IMPLEMENTATION:

How does learning develop over the five years?

  • Students follow the national curriculum for Mathematics across Years 7 to 11.

  • At Calderstones, they follow a 5 year scheme of learning that contains overlaps in order to build learner confidence in the subject.

  • Students develop skills in Number, Algebra, Shape Space & Measure, Proportional Reasoning and Handling Data.

  • Students develop conceptual fluency in order to problem solve and reason mathematically.

  • Students are offered enrichment events in order to enthuse them and help them to understand the practical applications of the subject in the world and work place.

What principles have guided our decision making in developing this curriculum? What is distinctive about our curriculum?

  • We follow the National Curriculum for Mathematics (from 2015) and use the Pearson Scheme of Learning.

  • The Year 7 students transition to life at Calderstones School with a unit on how to use the Bar Model throughout their Maths.

  • The Year 12 transition is notable as Calderstones School is one of a very few who currently offer Core Mathematics to Y12 & Y13 students. We study towards the L3 Certificate in Mathematical Studies (AQA).

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

  • There are strong links with other subjects through numeracy, such as science, D.T., geography and shared mathematical methods to ensure consistent pedagogy

  • Enrichment events such as:

    • Coding with Apple

    • Core Maths Roadshow

    • University taster sessions

    • Mathemagic

  • Assemblies (Study skills; Have you got what it takes to be an astronaut?)

  • Numeracy intervention & LSA support in lessons

  • GCSE and A-level Revision classes

  • Further Maths GCSE & A-Level offered as additional qualifications

In what ways does your curriculum help to develop…?

  • Cultural diversity and identity

    • Use of names from various ethnic backgrounds in examples and exam questions

  • Physically and mentally healthy lifestyles

    • Skills to deal with personal finances such as budgeting, taxation, loans etc

  • Community participation

    • The department has developed strong links with universities

  • Careers and enterprise

    • 6th form open evening

    • Various trips as mentioned

    • Core Maths qualification to increase numbers of students studying maths up to age 18

  • Technology and the media

    • Coding at Apple Trip

    • Use of graphing software/effective use of mobile phone in maths lessons

    • Scientific calculators

    • Use of spreadsheets etc (Core Maths)

  • Creativity and critical thinking

    • Curriculum links with other subjects helps to engage learners

    • Increased emphasis on reasoning in the curriculum helps students to become more critical thinkers. 

RS

Year 11 Exploring Financial Exponentials

IMPACT:

What forms do assessments take? What is the purpose of assessment?

Summative assessment

  • Rich Assessment Tasks are:

    • Open book

    • Topic based

    • Reflection opportunity for teacher and learner to deal with misconceptions

  • End of term & end of year assessments:

    • Assess progress made in each term

    • Question Analysis conducted to inform necessary intervention, targeted revision and teacher planning

    • Report progress to Parents

Formative assessment

  • Teacher questioning

  • DIRT (Directed Independent Reflection Time) for students to reflect on feedback they’ve been given

  • Diagnostic questioning

How do we know if we have a successful curriculum?

  • Student feedback in pupil voice (e.g. enjoyment)

  • Engagement levels

  • Exam results / progress measures and outcomes for students

  • Correspondence with former students (6th form)

  • Healthy numbers choosing the subject at A-level and Core Maths

  • Healthy numbers go on to study Maths related courses in HE

CURRICULUM CONTENT

KEY STAGE 3

Here you will find links to the curriculum overview for each year group. This details information about when and which topics are being covered this year and dates of the assessment weeks.

Year 7 Curriculum Overview

Year 8 Curriculum Overview 

KEY STAGE 4

Students begin the three year 'Key Stage 4' Maths course in Year 9 and work towards the Pearson Edexcel GCSE (9-1) in Mathematics.

Year 9 Curriculum Overview 

Year 10 Curriculum Overview

Year 11 Curriculum Overview

You can also read the new Pearsons Edexcel (9-1) Mathematics Specification by clicking here.

KEY STAGE 5

Year 12

Students will study the new two year Pearsons Edexcel A-level Mathematics. 

Click here for information about the Pearsons Edexcel A-level Mathematics Specification.

Year 12 Curriculum Overview

As part of the Statistics units of the A-level, students are required to work with the following Data Set:

Data set link 

Year 13

Students will continue with the AQA Modular Mathematics A-level, completing modules C3, C4 and M1 and any Y12 resits in Summer 2020.

Year 13 Curriculum Overview

In the Sixth Form, we also offer Level 3 Certificate in Mathematical Studies (AQA):

Level 3 Certificate in Mathematical Studies (AQA)