MENU

Mathematics KS3

CURRICULUM LEADER ~ MR R SALTER

  • TO VIEW THE COURSE CONTENT FOR EACH OF THE ITEMS BELOW CLICK ON THE DROP-DOWN BOXES

OUR AIMS

We are keen to ensure that all our students fulfil their potential and finish the course numerate, confident about their mathematical skills and understanding and fully aware how much mathematics underpins everything they learn. Just as important, we are determined that children enjoy the fascinating world of mathematics and develop a real love and passion for the subject. In years 7, 8 and 9 the building blocks are put in place to ensure continuity and progression to key stage 4 and students are challenged to use effectively previously learned skills.

COURSE OUTLINE INTRODUCTION

At key stage 3 the maths department follows the national curriculum levels up to 8+, we believe the curriculum is demanding and allows students to develop their formal skills’ base; as well as giving them the ability to apply and solve problems confidently.

YEAR 7 COURSE OUTLINE

In year 7 students follow the national curriculum studying number, algebra, geometry, ratio and statistics. The level at which the students are taught is closely matched to their key stage 2 teacher assessment consolidating and extending where applicable.

Students will work through the following units:
• Number – calculations
• Number – systems
• Number – accuracy
• Algebra – graphs
• Algebra – sequences
• Algebra – equations
• Geometry – symmetry properties
• Number – powers and number patterns
• Geometry – perimeter, area and volume
• Geometry – angle properties
• Geometry – 3D properties
• Probability and averages
• Ratio
• Statistics
• Number – measures

YEAR 8 COURSE OUTLINE

In year 8 students build upon and extend their range of maths skills particularly those connected to algebra. In particular, students are expected to know how to manipulate algebra and form and solve equation in preparation for the demands of year 9 and key
stage 4.

Students will work through the following units:
• Number – calculations
• Number – accuracy
• Number – powers and number patterns
• Number – systems
• Geometry – properties of shape/circle
• Algebra – graphs
• Algebra – equations
• Geometry – constructions
• Geometry – angles
• Ratio
• Gemetry – perimeter and area
• Geometry – properties of shape
• Geometry – transformations
• Probability – Venn diagrams
• Statistics – averages
• Statistics – graphs

YEAR 9 COURSE OUTLINE

In year 9 students are preparing for more formal examinations as they move on to key
stage 4 GCSE courses. They are expected to revise their basic skills weekly and revise independently for termly assessment. As their confidence in their skills improves they are expected to be able to solve and master more complex and multi-step problems.

Topic – Higher Topic – Middle Topic – Supported
Number – Calculations Number – Calculations Number – Calculations
Number – Accuracy Number – Accuracy Number – Accuracy
Number – Powers and Number Patterns Number – Powers and Number Patterns Number – Powers and Number Patterns
Number – Systems Number – Systems Number – Systems
Geometry – Circle Geometry – Circle Geometry – Properties of Shape/Circle
Algebra – Manipulation; sequences Algebra – Manipulation; sequences Algebra – Manipulation; sequences
Algebra – Graphs Algebra – Graphs Algebra – Graphs
Algebra – Equations Algebra – Equations Algebra – Equations
Geometry – Constructions, Loci and Bearings Geometry – Constructions Geometry – Constructions
Geometry – Pythagoras’ Theorem Geometry – Angles Geometry – Angles
Trigonometry Ratio Ratio
Number – Calculations, Accuracy, Powers, Systems Number – Calculations, Accuracy, Powers, Systems Number – Calculations, Accuracy, Powers, Systems
Geometry – Similarity and Congruency Geometry – Perimeter and Area Geometry – Perimeter and Area
Geometry – Properties of Shape Geometry – Properties of Shape Geometry – Properties of Shape
Geometry – TrigonometryPart 2 Geometry – Transformations Geometry – Transformations
Probability – Venn Diagrams Probability – Venn Diagrams Probability – Venn Diagrams
Statistics – Averages Statistics – Averages Statistics – Averages
Statistics – Graphs Statistics – Graphs Statistics – Graphs

TARGET SETTING AND ASSESSMENT

In year 7 students are taught in their tutor groups until the October half-term after which (using their key stage 2 results) they are grouped according to ability. Students, who are broadly expected to make at least 2 levels of progress over the three years, will move sets if and when their progress indicates that this is the wisest course of action. The class teacher will assess their progress in line with their performance in class, the quality of their homework and how well they perform in termly tests.

In addition to the termly tests, students practise, hone and refine the maths skills they need to make the best possible progress. Prompt sheets for each test are available on the VLE to ensure that they can revise and prepare for their tests.

After each test students are given a breakdown of their results so that they can target quite precisely what they have not fully understood at each level.

If we consider that students are not making the progress they should be in line with their ability, we are able to intervene quite quickly and employ a range of strategies/evaluations to make sure that they do not fall behind.

EXTRA CURRICULAR ACTIVITIES

Students have the opportunity to showcase their skills in film and animation to enter various competitions nationally like the Animation 13 UK Schools computer animation competition supported by Manchester University and the BCS Challenge IT competition which took place at Coventry University..

Digital Creator (taught in years 8 and 9) after school intervention sessions takes place after the February half term to support students in completing their studies and improving work to a higher standard. This is an excellent way to maximise students’ potential and ensure they meet their targeted attainment.

The ICT department offers an exciting lunchtime activity to sample Computer Programming using a Programming Language called Python. This is a great opportunity for budding Computer scientists who would like to try the basics. We intend to run a weekly afterschool Computer Science club in September.

HOMEWORK

All students are expected to spend up to an hour on ICT homework when set by their teacher in line with a unit of work. This homework is set every two weeks. Due to the nature of Digital Creator in year 8 and 9 homework is ongoing and is directed by their teacher.

Years 7, 8, 9 are expected to complete homework tasks set by their ICT teacher for the following lesson unless otherwise stated.

Digital Creator catch-up sessions on Monday lunchtimes allow students to;

  • complete work if they do not have access to a computer at home
  • access specific computer software
  • catch up with work if absent from the previous lesson.

THE MORE ABLE

Students are set into ability groups by the October half-term of year 7.

In the classroom, work is differentiated to make sure that all students are appropriately supported and challenged. We have a wide range of resources available to enable us to do this. The most able are automatically entered for the United Kingdom Mathematics Challenge (set by the University of Leeds).

SUPPORT

Support is provided and targeted at the students in line with their ability as reflected in which set they have been placed. The department also has a dedicated HLTA who is able to work with individuals and small groups. We also offer 2 booster lessons a week for any pupils who need some extra help.

STUDENT LEADERSHIP

Student leadership is an area we pride ourselves on. We create opportunities for students to assert their leadership skills through group work, peer support and investigations. Students are encouraged to develop independent learning skills to prepare them for key stage 4 and beyond. There are many ways in which leadership skills work hand-in-hand with mathematics, for example: problem solving, resilience and working with data. It is important we develop opportunities in our teaching so that students at every level are given the opportunity to develop their skills and achieve success, not just in their school years but also in their future careers and as life-long learners.