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Maths

Maths

Our Intent

Mathematics is one of the core subjects, which all pupils are required to study throughout their time at Rawmarsh. Mathematics contributes to the school curriculum by developing students’ abilities to calculate, to reason logically and to solve problems. It is one of the major qualifications required by employers when pupils leave compulsory education. The ability to work confidently with numbers is a key skill, which pupils will use throughout their lives. At Rawmarsh Community School we believe that Maths is about skills and the ability to apply them when problem solving and answering real-life questions. Maths underpins many of the subjects that the students will study in school and beyond. As such it is important for their future well-being and confidence. The subject goes beyond cultural differences and its importance is universally recognised. Mathematics helps us to understand and change the world.

Our scheme of work takes an overview of a 5-year route map through maths. We aim to prepare them in the best possible way for their GCSE studies. We aim for students to enjoy mathematics and increase their confidence in its use, allowing them to be prepared for a numerate life once they have finished their formal education.

Our lessons cover a range of key topics and build on the knowledge and skills the students have developed at Primary School. We take every opportunity to develop different learning styles and independence in our students by exposing them to a variety of lesson styles. Opportunities are taken to link the work the students have encountered to real life situations. We want students to use and apply their mathematical skills in ever more complex settings.

How we intend to remove barriers

One of the greatest barriers to employment is a lack of understanding of basic mathematics. We strive for all our students to leave Rawmarsh with a good grounding in the basic numeracy skills; which allows our students to achieve a formally recognised qualification in maths. We want our students to enjoy their lessons and be undaunted by the subject. The department encourages discussion of reasoning and answers achieved. This has an extended benefit into oracy and other subject areas. Students need to be able to communicate mathematical ideas effectively using subject specific keywords. We share both the keywords and their meanings in lessons whilst encouraging correct use of English language.

We use quizzes, etc. to further aid students in retaining these keywords and key-concepts. We model answers for pupils and then encourage students to explain their answers fully; both written and verbally. We work closely with other departments to develop consistent teaching methods of key mathematical concepts. Similarly, we are sensitive to the needs of other subject areas and adjust our approach to underpin teaching from other departments.

How we develop skills for learning

Mathematics is a fundamental skill that cannot be avoided. As such we have developed a skill based scheme of work that promotes problem solving and resilience and ensures full curriculum coverage. We promote divergent thinking, analysis and evaluation throughout. We encourage risk-taking by rewarding process rather than the final outcome alone. Faculty CPD is used to discuss pedagogy of forthcoming topics. We share different strategies, resources and assessment for learning tools to ensure all teachers know to differentiate down for all students. Starters and homework are used to help recall/retrieve prior learning and improve overall retention.

Across each year, and throughout the 5-year course, the respective skills and techniques developed are interleaved to build a fully rounded approach to mathematics. Formal assessment are RAG analysed to give teachers and pupils direct feedback on learning and gaps in knowledge. We plan cross-curricular STEAM activities that help students to see connections within maths and into other subjects they study.

How we foster personal attributes

As a school we follow the “Rawmarsh Way”. As such the mathematics department fully embraces its tenets and goals. We encourage students to rise to the challenge in lesson and take risks in order to solve problems and learn from their mistakes. We encourage them to be proud of their work by engaging with the school “golden book” scheme. We also encourage students to excel by celebrating our maths achievers. We expect students to work hard in lessons and take responsibility for their actions.

How we intend to enrich student experiences and broaden the horizons of students

As a department, we aim to include worded problem-solving questions in every lesson. This helps students to better relate mathematical ideas to real-world situations and gives them the tools to further explore situations and applications they will encounter in everyday life. Further, students are given the opportunity to complete exciting investigations both inside and outside the classroom. Teachers also aim to show students where, and how, mathematical reasoning can be used in their chosen career paths. Some students have the opportunity to take part in maths quizzes and challenges at other institutions; e.g. Hallam University.

Where appropriate, we will invite external speakers to help, encourage and motivate pupils to study mathematics in greater depth. We seek to further augment pupils’ maths experience by offering an after-school maths enrichment club, a chess club and, for Numeracy students, a breakfast club. Our overall approach permits students to explore ideas and concepts from a much broader mathematical basis.

We regularly present a ‘maths engagement evening’ to show parents teaching techniques they can use with their children and further develop mathematical understanding at home. All students in year 11 have access to maths revision sessions; which we hold after school. In addition, we also run a weekend revision residential course for year 11 students.

Our Curriculum in Maths

Key Stage 3

Using KS2 results, students are placed in sets on entry to school.  Students have three 80 minute maths lessons each week. The topics studied build in difficulty and we aim to ensure the KS2 skills are solid before working up to GCSE standards.  Homework is set weekly via Hegartymaths.com. The department uses regular assessments and ‘sticker tasks’ to assess the understanding that students have developed, thus allowing us to plan their next steps and meet their needs more effectively.  Each assessment will be followed by a bespoke intervention task for each pupil, allowing them to work on and improve in any areas they may struggled with.

There is a maths enrichment club and chess club every Wednesday which students can attend.

Overview of topics:

Year 7 2019-2020
Autumn term Number – decimals, negatives Factors, multiples, primes and indices sequences averages
Spring term fractions percentages Ratio and proportion Data representations
Summer term Algebra Perimeter Area and volume Units and constructions Linear graphs
Year 8 2019-2020
Autumn term Number – decimals, negatives Factors, multiples, primes and indices sequences averages
Spring term fractions percentages Ratio and proportion Data representations
Summer term Algebra Perimeter Area and volume Transformations
Year 9 2019 – 2020
Autumn term Number, powers and roots Fractions, decimals and percentages Ratio and Proportion
Spring term Algebra sequences Representing and interpreting data
Summer term Probability Percentages, fractions, bounds

During these topics pupils will develop skills such as reading timetables, currency conversion, adapting recipes, finding best value for money when shopping.  They gain knowledge of banking and business in terms of interest and savings or buying the right insurance. They learn to analyse data; being able to represent this data in a variety of forms.

Key Stage 4

All students have 3 lessons per week and the course is assessed by 3 terminal papers, each lasting 90 minutes and worth 80 marks per paper.  Students work towards the EDEXCEL Linear GCSE (2 calculator papers and 1 non-calculator paper). Tiers of entry for each student is carefully considered to allow every student to achieve their best possible outcome at the end of year 11.  

We aim for students to enjoy maths and increase their confidence, building on the skills and understanding they have formed in KS3.  Students need to be able to use and apply their maths in real world settings, particularly with the new focus on problem solving and mathematical reasoning at GCSE.  Students are supported and their progress carefully monitored throughout the course. There will be some students who will require additional support; and they will be able to access intervention as appropriate.

Students have regular topic tests and these, alongside homework, allow staff to check the ongoing understanding of the students.  The use of mock exams in both year 10 and 11 allows the students to be comfortable and confident in an examination setting as well as helping them to target their revision more effectively.  Home learning includes Hegarymaths.com for both homework and independent revision. Other recommended sites include corbettmaths.com and mathsgenie.co.uk.

Overview of topics:

Year 10 2019-2020
Autumn term Angles, circle theorems Transformations, shapes and measures Area, perimeter and volume
Spring term Algebra Algebra graphs Pythagoras
Summer term Trigonometry Year 10 Mock
Year 11 Higher 2019-2020
Autumn term Ratio and proportion Algebra, equations and functions Proofs Algebra graphs and equations
Spring term Probability Vectors Pythagoras and trigonometry Decimal, percentages, ratio
Summer term Bespoke revision GCSE Examination
Year 11 Foundation 2019-2020
Autumn term Maps and scales Standard form vectors Congruence and simiarity
Spring term Algebra Bespoke revision based on mock analysis
Summer term GCSE Examination

During the lessons pupils develop skills in problem solving, logic, communication, critical and analytical thinking and independence.  They will apply these skills in real life context, e.g. reading timetables, currency conversion, adapting recipes and finding best value for money when shopping.  They will gain knowledge of banking and business in terms of interest and savings. They will extend their skills in data collection and analysis; and build upon their statistical manipulation skills that they learned in KS3.  In addition, students will acquire other real life skills such as scale drawing, angles, lengths, elevations, area and volume.

Recent Department News


Maths Staff


Mrs S Hodgson
Head of Mathematics


Mrs K Cardwell

Mathematics

Miss S Eyre

Mathematics

Miss C Merchant

Mathematics

Miss L Burton

Mathematics

Mrs A Pearson

Mathematics

Mr M Newsome

Mathematics/ Associate Assistant Headteacher

Mr M Langston

Mathematics

Mr G Stewart

Mathematics

Mr T Atkinson

Mathematics

Mr J Bagnall

Numeracy Coordinator


Exam Board

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Revision Sites




Y9 Options Pathway

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Reminder: Y6 Transition Evening - Wednesday 11th March - 5pm