The Highcrest Academy

Mathematics

Maths

Highcrest has an outstanding Mathematics Department; the staff strive to facilitate the attainment and progress of pupils and we are proud of our recent results.

Intent

Our knowledge-rich curriculum will inspire students to develop numerical fluency to gain a broad range of skills and will help us to create the very best Mathematicians. Students will be challenged to think, act and communicate ideas to replicate the working environment.  We do this through rich learning and ensuring Mathematical principles can be applied to a range of contexts. Students learn about number, algebra, geometry, ratio and proportion, statistics and probability.  They will be required to develop their problem-solving and reasoning skills to effectively apply this knowledge to successfully answer a range of probing mathematical questions and problems. All students will aspire to achieve their best and improve their life chances through success in Maths.

 

We are a small Maths department, full of enthusiasm and expertise, who are keen to do the best for all pupils in our school.

Mr A Merrick (Head of Maths)

Mr B Assuon (Maths Teacher & Head of Austen)

Miss H Budd (Maths Teacher)

Mr A Croci (Maths Teacher)

Mr N Dale (Maths Teacher)

Miss I Dekakra-Bellili (Maths Teacher)

Miss C Shanahan (Maths Teacher)

Mrs F Silva (Maths Teacher)

Mr N Stocking (Vice Principal/Maths Teacher)

The Mathematics department at The Highcrest Academy is a selection of motivated, committed and determined mathematicians who work hard to ensure the best possible outcomes for students. We are particularly supportive, both of our students and each other and are determined to provide the most current, relevant and innovative opportunities for our learners.

We endeavour to provide all pupils with an understanding of Mathematics in an enjoyable and relevant way so as to initiate enthusiasm and interest for the subject to enable pupils to use Mathematics in real life problems.

We as a department believe that “every child has a right to understand and apply mathematics outside the classroom”.

Our five year curriculum plan aims to build on the foundations laid during KS2. Our KS3 schemes of work serve as a ‘springboard’ to prepare students for the three year GCSE course and ensure that they have the basic skills required to access the topics relevant to their aspirational targets.

Implementation

We deliver lessons of high quality and foster engagement and a curiosity of learning. Each lesson will be highlighted with clear intentions linked to prior skills/knowledge and future learning. Lessons will also be referenced to job opportunities in industry to highlight the importance that mathematics will play in students’ futures. Assessments, using Question Level Analysis, are meaningful and using detailed analysis promote constant individual learning opportunities. The curriculum is continuously quality assured, monitored and improved upon as a collaborative team. Additional intervention is provided to all students with every member of the department in charge of a year group, including the new targeted Saturday School revision for Year 11 students. Working with primary feeder schools is planned for, to ensure transition is smooth and skills can be easily transferred. This will help those in Year 7 who are ‘not on target on entry’.

Impact

Inspiring a positive perception of mathematics allows students to develop fluency and confidence, whilst applying knowledge to unfamiliar contexts. Aspiring students to study Maths below GCSEs and into everyday situations or industrial contexts. Students achieve in line with or above their expectations, monitored through a variety of quality assurance activities including question level, analysis, lesson observation and attendance. 

Students are able to attain and achieve in line with expectations, monitored through a variety of quality assurance activities including lesson observations and the scrutiny of destination, attendance and behaviour data.

Mathematics at KS3

Upon arrival, students conduct a baseline test which is used with their KS2 data to set on an appropriate pathway. There are three tiers that follows part of the five-year Pearson GCSE curriculum plan.  During this time regular topic tests and other tests consolidate new knowledge, committing it to long term memory and tracking student's progress regularly. This scheme of work currently spans both Year 7 and 8 with a formative mixed topic assessment at the end of each term. Students are actively encouraged to attempt all problems and possible solutions discussed and compared as a class. Students identified as possible ‘Higher Tier’ candidates are encouraged to make links between topics and are exposed to mathematics in more complex contexts. Students can move between tiers to ensure constant progress and needs of students are met. Click here for more information.

Mathematics at KS4

Understanding the new GCSE over the past three years has enabled us to gain confidence in our delivery of the course content and constantly assess its effectiveness to ensure the very best outcomes for our students. They are tracked throughout KS4 and their performance in formative assessments monitored closely. Alongside this, interventions are implemented to ensure all students gain the best positive outcome. Informative decisions are then made relating to each student's progress. Students predicted up to and including a grade 5 will be entered for foundation tier whilst those with a target grade of a 6 and above will be entered for Higher Tier. The final assessment consists of three 90-minute exams (a non-calculator and two calculator papers). We continue to follow the Pearson five-year curriculum plan to ensure smooth transition and consistency in delivery. Click here for more information.

Homework

Homework is set twice a week for all students to reinforce learning and allow students to be challenged further. This consists of one piece of written homework and one (which can be several) task(s) on MyMaths. Rewards and sanctions are in place to encourage completion and this is monitored closely by class teachers. Every half-term a student from each class is nominated as a star of the half-term.

Challenge and Enrichment

Our aim is to challenge individuals to do their best. We do this in many ways including setting, using a range of questioning techniques, targeted work, varying interventions. We operate an open-door policy when any student can undertake additional Maths after school any night of the week. We have a member of the department in charge of each year group to target students and offer interventions as necessary. All children also have access to MyMaths, Active Learn and PIXL Maths.

At KS3, our high ability students are invited to participate in the Junior Mathematics Challenge. During KS4, they may be invited to participate in the Intermediate Mathematics Challenge, or to complete an additional GCSE qualification in Further Maths.

Equipment

It is expected that the pupils have the following every lesson: black pens, green pen, pencils, 15cm ruler, eraser, pencil sharpener, protractor, compasses and a Casio Scientific calculator. Additionally, there are a series of targeted workbooks, targeted revision guides that we advise all students to purchase to support their learning. These resources have been selected as the most appropriate for the qualifications we deliver.

Resources

To ensure students attain the very best, we use a number of resources and suggest a number of resources to be purchased additionally.

Accessing the common drive there are five targeted questions per day students can complete. There are also a range of sample exam papers.

All students have access to both PIXL and MyMaths resources.

Additional resources to look at include the following weblinks and downloads: