What is our vision in Maths?
Students are taught using the mastery to Maths approach which inspires and encourages all learners to achieve a deep understanding of and competence in the central ideas of a topic. All units of work have highlighted challenge areas that all students are encouraged to extend to and understand. This approach also encourages carefully sequenced lessons and early intervention to support learners who are struggling. There is an emphasis on understanding and making connections and using smaller steps so all students understand and progress within the unit.
The focus is on the development of deep structural knowledge and the ability to make connections. Making connections in Mathematics deepens knowledge of concepts and procedures and ensures that what is learnt is sustained over time. This therefore cuts down the time required to assimilate and master concepts and techniques later on. The school’s curriculum identifies opportunities when Mathematical reasoning and solving problems will allow students to make useful connections between identified Mathematical ideas.
We ensure topics are carefully sequenced and that later topics build on previous knowledge. It is important that we are aware of students’ previous knowledge and their individualised needs to move on to new concepts whilst addressing any misconceptions they may have or we may encounter. Therefore units begin with a hook and an initial task that allows the teachers to grasp where all students’ knowledge is currently at. This enables planning to be individualised for each student and thus ensuring maximum progression. Exit tickets completed midway through a unit is further evidence to inform planning.
As well as creating an atmosphere of success and a growth mindset, students are given as many real life uses of Mathematics as possible for each unit of work. All units start with relevant and engaging hooks and the topic is linked with other curriculum subjects as much as possible. Students follow a five year finance scheme of work that occurs every term enabling students to transfer their Mathematical skills into daily life.
Maths curriculum learning journey
Maths at KS3
Year 7 students are taught in mixed attainment groups that focus on key topics each half term. Year 8 students are also taught in mixed attainment groups though there is the opportunity for students to be part of an accelerated Maths set.. Assessment is regular and includes topic/full termly summative assessments. Students have access to a full range of challenges in each topic, with lessons differentiated appropriately in order to support and challenge students as required.
In Year 9 students are in three streams. All classes follow a similar mathematical route, covering topics at different depths. Students in the support group will spend time consolidating the basics of number, algebra, geometry and data before moving on to the more challenging material, however this will not preclude them from accessing the higher level topics.
Students in the higher streams have access to all higher and foundation level material and will be given the opportunity to challenge themselves fully. Lessons are differentiated to ensure that students who require extra challenge can access the top level material (grades 7-9 and beyond) during the course of the year, with support material available for those who require a more supportive approach. We follow the mastery curriculum and ensure that students develop a deeper understanding of key areas within the maths curriculum using problem solving and investigative tasks.
Curriculum learning grid in Year 7
Curriculum learning grid in Year 8
Curriculum learning grid in Year 9
Support for students
Sparx top tips for parents PDF
Maths at KS4
In years 10 and 11 students are in three streams (Higher+, Higher and Foundation). All students will cover topics in algebra, geometry, data and number. Assessment is via examinations only; there is no coursework in this subject.
At Oathall we offer the AQA GCSE, spec code 8300. Students will be entered for either the foundation or the higher tier. The highest grade achievable in foundation is 5. All assessments are undertaken via examination in May/June of year 11. Both the Foundation and Higher examinations are formed of three 1.5 hour examinations, with one non-calculator paper and two calculator papers.
If students are targeted a grade of 7 or above and are in the Higher + class they will also be taught the syllabus for the Level 2 AQA Further Maths qualification. Teachers will liaise with students and parents in year 11 to discuss who takes this paper in the summer examinations.
Curriculum learning grid in Year 10
Curriculum learning grid in Year 11
Extended Learning Opportunities in Maths
Junior Maths Challenge (Year 7 & Year 8)
Intermediate Maths Challenge (Year 9)
Virgin Money Challenge (Year 7)
Tenner Challenge (Year 9)
Year 9 Girls Maths Competition
Lego Robotics (Year 7)
Further Education & Career Pathways in Maths
How can parents and carers support learning ?
We believe that every child can succeed in maths and have a positive growth mindset about the subject. It’s easy to help your child feel good about maths at home, too. For example, you can talk to your child about the maths they are working on in school and encourage them to show you new concepts and methods they’ve learned. There are lots of opportunities to help build this positive mindset, because we use mathematical concepts and procedures many times in our daily lives, often without realising that it’s maths!
If you would like to support your child with their homework, revising or maybe with a little bit of extra work after a lesson we suggest that you look at the parents’ section of the WhiteRose Maths website. Their advice and guidance section has a useful overview on how to support your child’s progress in maths. Moreover, there is a section where you can see how some key topics are taught in lessons nowadays together with corresponding parent guides: Maths with Michael. We have also created parent guides for year 7 and year 8 so you can go deeper into any topic in those early KS3 years. Please encourage your child to attempt their homework before the deadline so if they struggle with any aspect of it they can seek help and advice from their teacher. Any further practice on times tables would be very useful as well as encouraging your child to revise thoroughly before any assessment.
In KS4 we ask that students start their revision for any exam as early as possible. There is a large amount of content in the GCSE syllabus so regular revision of previous topics would be very beneficial. Please encourage your child to use the websites listed above to revise and remind them to take any problems they have to their teacher who can help. You may find it useful as a parent to familiarise yourself with the GCSE specification for Maths.