72% of pupils achieved a Grade 9-4 in Mathematics. 26% of our pupils achieved at least a Grade 6
(GCSE results 2022)
“Do not worry about your difficulties in mathematics. I can assure you mine are still greater.” – Albert Einstein
“Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.” – Shakuntala Devi
In Mathematics we want all of our pupils to be learned and wise. In the Mathematics department, we enable our pupils to develop a love of learning Mathematics on their journey to becoming learned and wise adults. We encourage them to work hard, achieve high standards, and experience success. To ensure that knowledge is remembered because it is revisited regularly in explicitly and implicitly structured ways.
Mathematics is wonderful. For centuries, it has empowered humanity to evolve by providing a common, elegant language with which to understand our world. We teach our children how to engage with and overcome challenge, building both resilience and the ability to solve complex problems. Mathematics is the legacy of great ancient thinkers that has been passed from generation to generation, it is our privilege and responsibility to pass that knowledge onto the pupils that we teach.
Great mathematical knowledge can provide limitless rewards to each person and to society as a whole. To the individual it provides the invaluable key facts and procedural fluency to prepare you to be an informed citizen, who can think critically and lead fulfilling careers. While some new topics seem hard at first, we will help you improve and grow more confident by breaking complex processes into smaller manageable chunks.
Sharing powerful Maths knowledge – with enough fluency, in enough depth – is both a privilege and a responsibility shared by teachers and pupils alike. We will strive to nurture the love of learning, provide you with the logical clarity to unlock wonderful facts – all through continuously improving our craft of teaching, using scientific approaches to learning.
Aims of The Department
- A positive attitude towards mathematics and an awareness of its applications and uses.
- An understanding of mathematics through a combination of fluency, reasoning, problem solving and enquiry.
- Scaffold and enhance understanding using concrete, pictorial and abstract approaches
- To develop independent learners, using the e learning platform Mathswatch to complete homework, research new topics and revise for assessments.
- Deliberate retrieval of key facts and procedures.
- An ability to solve problems, to reason, to think logically and to work systematically and logically.
- Initiative and an ability to work both independently and in co-operation with others.
- An ability to communicate mathematically with effective language for learning.
- An ability to use and apply mathematics across the curriculum and in real life.
- To know pupils’ strengths and weaknesses on topics before, during and after teaching them
- Pupils take pride in work because they know that effort pays off – especially when it’s challenging.
- 5 Year Scheme of Learning across both key stages.
- KS3 to be informed by KS2 diagnostic data, CATs testing and Maths baseline testing
- KS4 to flow seamlessly from KS3
- For the first term, the lowest sets in Years 7 – 11 will cover content from the relevant scheme of learning but using resources from the Year 4, 5 and 6 White Rose primary curriculum to help bridge the gap created during the pandemic. This is going to be reviewed at Christmas.
- Explicitly ensure that pupils know that their targets are not glass ceilings.
- Sequence of topics to ensure that there is a breadth of coverage and early units flow into later units in the year. Interleaving of previously taught knowledge will be prompted through Do Nows and Homework.
- Each Scheme of Learning is working document, particularly in Year 11 in response to the pandemic.
- Responsive Teaching – use of Assessment for Learning during lessons (e.g. mini-boards) and between lessons will inform teaching before, during and after new content is taught.
- Reward process even when answer is wrong – support with guidance for correct solution and answers used to highlight misconceptions.
To strengthen retention of knowledge, previously taught knowledge will be frequently retrieved in prior knowledge ‘Do Now’ tasks. This will include
- Interleaving relevant topics – to connect and enhance understanding
- Low stakes tasks
- GROW tasks
- Summative assessments (GCSE papers)
Extra learning opportunities for pupils who are behind
- Use of catchup funding
- Use of TAs
- In class intervention strategies (after Data Captures)
- Consistent approach
- Concrete (use of manipulatives – Mathsbot website, particularly with weaker classes)
- Pictorial (visual reference to manipulatives, Bar Models etc…)
- Abstract – explicit in transferable modelling – e.g. forming and solving an equation to solve geometric problems, following conventions such as vertically aligned = signs, elimination steps explicitly identified.
- Fluency, Reasoning, Problem Solving
- Problem solving –Corbett Apply, crossover questions, interleaved problems. Pride in work – follow department conventions for working out, presentation etc…
- Commonality within maths and across curriculum (e.g. equations in science)
- Use of different examples to differentiate and to ensure that pupils learn from common errors.
- Gradation (warm, hot, scorching) – ensuring that work gets gradually harder
- SSDD (Same Surface Different Deep Structure) questioning
Language for learning
- Develop correct use of mathematical language and exam language.
- Oral answers to be given in full sentences, where appropriate. For example, when answering 6 x 4, the answer “24” will suffice. When explaining angle properties, full “GCSE English” is required, e.g. “A = 75 degrees because vertically opposite angles are equal”.
- Better reading and breaking down of worded questions
- All to aim for 4-9 in GCSE
- Consider modification of assessment e.g. for some pupils, Entry Level Certificate is appropriate.
- Year 7 Birmingham Catholic Schools Maths competition
- Opportunities to visit Higher Education institutions to explore career opportunities in STEM subjects
Mrs A McCarthy – Subject Lead for Mathematics
Mr F Shaw- Deputy subject lead for Mathematics
Mr C Boyle – Teacher of Maths and KS3 Maths Coordinator
Ms S Jones – Teacher of Mathematics
Mrs V Kazandji- Teacher of Mathematics
Mr A Azhar – Teacher of Mathematics
Mrs C Henvey- Teacher of Mathematics and Assistant Headteacher
Mrs M Reynolds – Curriculum Support Assistant
Mrs C Walsh – Curriculum Support Assistant
Year 9 H and F Scheme of Learning
Year 10 and 11 H and F Scheme of Learning
In the Mathematics department at Holy Trinity, we recognise that some students will find the subject easier than others and so we set students in ability groups within the first two weeks of Year 7. Students are formally assessed at least four times per year and more informally in lessons through GROW tasks. This gives us the opportunity to monitor their progress closely and to ensure they are being taught in the most appropriate ways to maximize their progress. We use very detailed systems for monitoring our students’ progress.
As of September 2018, students will be studying the AQA 8300 GCSE course. This is a linear course meaning that all examination papers are sat at the end of Year 11. Students work through the course from Year 7 to Year 11, working through all the topics at the appropriate level each year and consolidating work covered in previous years.
Year 11 have targeted revision classes both after and before school in the months leading up to their exams. We also have a homework club which runs on a Monday lunchtime in SMI21. This is supported by a member of staff.
- Number: Place value, addition, subtraction, multiplication, division, basic fractions, simple percentages, negative numbers.
- Algebra: Coordinates, simple sequences, basic algebraic simplification.
- Shape and measure: Scale, names of shapes, simple areas, measure and draw lines, measure and draw angles, reflection symmetry, use of two-way tables.
- Data: The language of probability, simple graphs, mode and median.
- Number: Addition, subtraction, multiplication and division of decimals, BIDMAS, more complex fractions and percentages.
- Algebra: Simple equations, simple formulae.
- Shape and measure: Calculating with times, converting measures, 3-D drawings, basic angle properties, basic symmetry, area of rectangles.
- Data: Averages and range, more complex graphs and charts, probability.
- Number: Rounding, indices, equivalent fractions, decimals and percentages.
- Algebra: Substitution, solving equations, plotting graphs.
- Shape: Quadrilaterals, basic volume, bearings, constructing triangles, rotations.
- Data: Pie charts, listing outcomes, interpreting data.
- Number: Using a calculator, adding and subtracting fractions, ratio.
- Algebra: More complex equations, using brackets, linear graphs, real-life graphs.
- Shape: Circles, plans and elevations, area and perimeter, transformations, more complex constructions, angle facts.
- Data: Frequency polygons, stem and leaf diagrams, frequency tables, mutually exclusive outcomes.
- Number: Percentage change, multiplying and dividing fractions, factors and multiples, laws of indices, ratio and proportion.
- Algebra: Solving equations, nth term of a sequence, inequalities, trial and improvement, quadratic graphs.
- Shape: Angles in polygons, Pythagoras Theorem, loci, prisms.
- Data: Scatter diagrams, grouped data, relative frequency.
- Number: Advanced percentage problems, standard index form.
- Algebra: Advanced graphs, simultaneous equations, properties of straight line graphs, quadratic equations, rearranging formulae.
- Shape: Similar shapes, trigonometry, circle theorems.
- Data: Probability tree diagrams, cumulative frequency and box plots
- Number: Further laws of indices, proportionality, irrational numbers.
- Algebra: Advanced algebraic manipulation, transforming graphs.
- Shape: Arcs and sectors, trigonometry in 3-D and non-right angled triangles, congruency, vectors.
- Data: Conditional probability, histograms, sampling methods.
Link to AQA scheme of work:
Websites – Useful Links
There are many maths websites that can help with your studies. Here are some of our recommendations;
(Your child can see their teacher for individual logins for the two websites above).