“But in my opinion, all things in nature occur mathematically.” René Descartes.
Mathematics is more than a series of numbers and letters. Mathematics is the science that deals with the logic of shape, quantity and arrangement. Math is all around us, in everything we do. It is the building block for everything in our daily lives, including mobile devices, architecture (ancient and modern), art, money, engineering, and even sports. Through the study of Mathematics we learn to think and ask ‘what if..’, we develop processes that will enable us to move forward in whichever field we may wish.
Mathematics at St Peters is taught by a team of fully trained specialist teachers and our aim is simply to develop every student from their first day of school into the best mathematicians they can possibly be. We want our students to explore and understand the reasons why and how the mathematics we use works. The school has an excellent mathematical record in preparing students for further study post-16 and as such all students are encouraged to develop their Mathematics so that doors will remain open to them for whichever future path students wish to follow.
We aim to use a variety of approaches and media in our teaching in order to develop a wider understanding and appreciation of the subject, developing Mathematicians who enjoy their studies. Students are encouraged to participate in the UK Maths Challenges, Master Classes at the University and various other events, which generate mathematical interest and enthusiasm.
The mathematics curriculum at St Peter’s has a simple aim which is to develop every student from their first day at St Peters into the best mathematicians they can possibly be. At St Peters we believe mathematical intelligence is expandable, and that every child can learn mathematics, given the appropriate learning experiences within and beyond the classroom. Our curriculum map reflects our high expectations for every child. Every student is entitled to master the key mathematical content for their age, by receiving the support and challenge they specifically need.
Our curriculum has been developed to meet the needs of St Peters students and has been designed with them specifically in mind. Our curriculum has three key principles:
Our practice at Key stage 3 is specially structured to build on subject know ledge at key stage 2 and the same content is delivered to all pupils. This practice embeds the importance of deep understanding and making the links that help pupils to retain and apply this knowledge moving forward.
We believe that it is essential for students to develop mathematical thinking in and out of the classroom to fully master mathematical concepts. We want students to think like mathematicians, not just DO the maths. We believe that during the learning experience students should ; explore, wonder, question, conjecture, experiment and make theories in order to guide their own journey
We believe that pupils should be encouraged to use mathematical language throughout their maths learning to deepen their understanding of concepts. The way students speak and write about mathematics has been shown to have an impact on their success in mathematics. We therefore think very carefully about the sequence, structure and approach to introducing and reinforcing mathematical vocabulary throughout maths lessons, so students have the opportunity to work with word problems from the beginning of their learning.
Sometimes doing a GCSE in Mathematics isn’t enough for some, so students who wish to study an even a wider range of Mathematical topics can currently have two choices as part of the option process. Either to do a combined course in GCSE Statistics at the higher tier along with the FSMQ Additional Mathematics which is often the choice for those students considering applying for the Exeter Maths School, or to do a standalone GCSE in Statistics to support post 16 studies.
Students are placed in sets on entry to Year 7 using their KS2 results and base line tests. Each term students undertake an assessment and movement between sets takes place depending upon the progress made. Students throughout Key stage 3 (year 7 and 8) follow a programme of study based on a mastery approach to learning so that students develop real foundations within mathematics on which further study can develop through students GCSE studies in Key stage 4. Upon entering Key stage 4 pupils are entered for the EDEXCEL GCSE Mathematics (1MA1) with the majority of students following the higher tier.
Throughout years 7 to 11 pupils will be assessed in a variety of ways, assessment is used to not only identify progress but most importantly to identify any misconceptions or knowledge gaps that teacher will need to support pupils in resolving with before moving forward. Assessments in mathematics’ will normally take the form of:
Prior knowledge Quizzes - Each pupil will complete a prior knowledge quiz at the beginning of each unit of work to identify any subject knowledge gaps, this will enable teachers to support students as they move through the unit and continue to make progress.
End of Unit Tests – Pupils will be assessed at the end of each unit to identify an potential misconceptions and that knowledge is secured before moving onto the next unit.
End of Term Assessments – Pupils will sit an end of term assessment incorporating topics taught recently as well as further back in the course.
Homework is an important part of supporting classroom learning, and within Mathematics it is a key part of our retrieval practice in supporting pupils to make connections and move forward. Homework has been proven to support progress, improve memory as well as prepare for examinations. At St Peters we will never set homework to simply fill the gap. Each piece is put together to best support students at all levels in their Mathematics and further study as well as career choices.
In years 7 to 9 students will be set an online piece each week on SPARX, this will incorporate content from their studies that week as well as previous units of work that year. This is broken down into 3 elements core, optional and target to make the level of challenge appropriate for all students.
In year 10 students will be set an online piece each week on Hegarty, this will incorporate content from their studies that week as well as previous units of work that year. There will be a compulsory element to the homework and then students will be encouraged to use the Fix-Up 5 and MemRi features to further their own independent study.
In year 11 students are set a weekly piece of homework to support their learning throughout the GCSE course and in preparation for final GCSE assessments.
- Sandra England - Subject Learning Leader
- Jane Rolands - Assistant Subject Learning Leader
- Duane Wilson - (Assistant Head Teacher)
- Marianna Tonne
- Keith Salter
- Janet McIlveen
- Sam Brown
- Chris Gratton
- Rebecca Middlebrooke
- Bethany Fison
- Donna Kemp
- Susan Sutherland
- Nicky Ferguson (Assistant Head Teacher)
- Jonny Baker (Assistant Head Teacher & Chaplin)
|Maths Year 7 Overview||13th May 2020||Download|
|Maths Year 8 Overview||13th May 2020||Download|
|Maths GCSE Foundation Curriculum Map||14th May 2020||Download|
|Maths GCSE HIGHER Curriculum Map||14th May 2020||Download|