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"Pure mathematics is, in its way, the poetry of logical ideas."
At Chobham Academy, we are part of the federation Maths hub, meaning that our new Maths curriculum is developed by leaders in the field.
Each year group has been allocated appropriate content to ensure all students have the opportunity to achieve the highest levels of progress and attainment at GCSE. There are generally 3-5 units each half term.
In Year 7 and 8, we will ensure that all students achieve fluency in their Mathematics, developing a deep understanding of fundamental concepts and being able to recall and apply knowledge rapidly and accurately. Students will learn how to reason mathematically and develop understanding through identifying and communicating relationships between different strands of Mathematics and building on prior knowledge. Students will learn to apply their Mathematics to variety problems with increasing sophistication and will be given the opportunity and encouragement to persevere in seeking solutions.
As a department, we hope that the changes made to the curriculum at KS3 will prepare our students in gaining the mathematical knowledge and skills needed for life in modern Britain, secure access into and success in further education and raise standards to compete in a global job market.
Ms M Merchant - Assistant Principal and Teacher of Maths
Mr S Alles - Director of Learning for Maths
Ms B Hagglund - Assistant Head of Maths
Ms K Civagnanam - Teacher of Maths
Ms S Khaliq - Teacher of Maths
Mr R Tahir - Teacher of Maths
Mr E Lam - Teacher of Maths
Ms S Odumosu - Teacher of Maths
Ms S Richards - Teacher of Maths
Key Stage 3
Key differences in curriculum
At KS3 we will teach fewer things in greater depth, this means more time may be spent on one topic to secure thorough understanding of key concepts. This does not mean that students are not challenged or the pace of the lesson should drag. Expectations are that all students should achieve in line with the aims of the new curriculum, but students will be further challenged by questions that require deeper understanding or more complex problem solving in the focus topic rather than moving on to the next one.
The new assessment at KS4 will have a much greater emphasis on problem solving and reasoning. All content taught in the new schemes will include application of knowledge and skills in a wide variety of problem solving, investigations and activities. Students will learn that success may not be immediate and, alongside encouragement, time will be given for students to puzzle out and choose the maths they need to apply in different situations.
The assessment system has been designed alongside our schemes of learning to ensure regular assessment of fluency, reasoning and problem solving across the topics that have been covered. The assessment will be used to ensure students are secure in their understanding of a topic before they are moved on and to target intervention swiftly and effectively where it is needed. We will assess students’ progress in fluency, reasoning and problem solving through classwork, homework, unit tests and a half term written paper.
Teachers will use work produces in books to assess progress and identify how students might improve. Homework will be set regularly and will be integral in assessing students ability to work and apply the skills they have learnt independently. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class.
A short multiple choice test on each unit of work has been carefully designed to assess fluency and understanding and draw out misconceptions so the teacher can immediately act if intervention is required. The half termly written papers will focus on reasoning and problem solving allowing students to demonstrate the ability to apply what they have learnt. Results for these assessments will be reported to parents as percentages and we will use these scores to predict a student’s most likely grade (MLG) at the end of year 11, to assess whether they are on track.
The new grading system for mathematics GCSE is 9-1 with 9 being the highest. The exams taken will be in two tiers, higher and foundation. Students taking the foundation tier can achieve a grade 5-1 and those taking the higher can achieve a grade 9-4. The written assessments taken in years 7-9 will have higher and foundation assessments, reflecting the tiers in the final exam, and we will be able to change a student’s tiers of entry as appropriate as we go through the year. The reported MLG will be given using the 9-1 scale.
Key differences in assessment
No content is assigned to a level or grade. There is now no external reported assessment at the end of KS3. This means giving a current grade is not possible so we will use percentages from the fluency and written paper outlined above which will also generate a most likely grade prediction for the end of year 11. Tests will only cover the body of knowledge that has been covered by the students up to that point, so percentages will be accompanied by very specific action points for improvement and it will be clear from the scheme which topics have been tested so students may also be supported at home.
Key Stage 4
Overview of content
- Applied Mathematics and Functional Skills (Using and Applying Maths)
Course Title: GCSE Mathematics A
Exam Board: Edexcel
How it is assessed:
- Two written papers (one non-calculator/one calculator)
- 1 hour 45 minutes: each contributes 50% of the final grade
- Tiered papers - Foundation Tier grades C-G available Higher Tier grades A*-D available (E allowed);
- The functional elements of mathematics are assessed on each paper: 30-40% of the Foundation Tier papers; 20-30% of the Higher Tier papers.
As part of the Accelerated Curriculum, Key Stage 4 students complete the Edexcel GCSE Linear Mathematics A course over 2 years. The GCSE Mathematics course encourages students to develop confidence in, and a positive attitude towards, Mathematics and to recognise the importance of mathematics in their own lives and to society. This course prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. GCSE mathematics is also a pre-requisite for those planning to study Mathematics at A-Level and University.
Towards the end of the two years, students will be entered to do their GCSE in Year 10 if they are ready and able to attain their target grade. These students will then be given the opportunity to complete an additional mathematics qualification, which will be ideal in preparation for students who wish to continue with Mathematics at AS and A Level, and perhaps go on to Further Mathematics. It is also suitable for students who is considering taking numerate subjects for their AS and A Level.
Half-term assessments will be in the last week of each half-term.
Independent Learning termly tasks and deadlines:
ILT tasks will be set weekly by class teachers and to be completed in their ILT books.
Scores will be recorded and used in student assessment.