Mr M Molloy (Head of Maths / Director of Data)
Miss A Devonshire (Joint 2nd in Maths)
Miss E McCann (Joint 2nd in Maths)
Miss L Arrowsmith (Mathematics Intervention Tutor)
Miss A Doran
Miss L House
Miss N Beck
Mrs C Cowen
Mrs Y Guy
Miss L McNeil
Mr R Stuart
Miss M Sutch
A quotation:
“Arithmetic is being able to count up to 20 without taking off your shoes” – Mickey Mouse.
Whether you want to design the world’s largest roller coaster, train the best athletes or own your own business. Whether you want to develop problem-solving skills, know how to choose the best deal or understand how to budget, mathematics at Ormiston Chadwick Academy will equip you with the skills necessary to allow you to apply in whatever situation arises.
In the mathematics department we incorporate the Department of Education’s assessment objectives to provide students with the key skills necessary to access mathematical concepts (Assessment Objective 1). We then develop these skills and apply them to problems (Assessment Objective 2). Problem-solving has a significance, not only in the mathematics exam but in the home, the workplace and the wider world. Students will also be encouraged to reason mathematically (Assessment Objective 3) allowing them to not only ‘do’ mathematics but ‘know’ mathematics.
In mathematics we will underpin the key learning with continuing practice of numeracy and times tables developed in Key Stage 2. Our year 7 and 8 Schemes of Learning are designed to follow on from Key Stage 2 and continue to develop “mathematical mastery” learning as being used in leading schools across the country. This allows students to focus on key skills, and deepen their understanding of fundamental concepts.
Students will then pass into KS4 fully equipped and with the confidence to problem-solve and reason, ready to access the content and demand that the new Edexcel GCSE (9-1) brings.
The Key Stage 3 curriculum is designed around mastery for deeper understanding for learners. It is designed to gradually increase ability, addressing and securing knowledge with deep understanding before moving on. Within the curriculum there are sequenced steps, which must be mastered before moving to the next stage. Concrete, pictorial and abstract representations of mathematics are chosen in the classroom to ensure fluency in learning. The mastery approach allows learners to make connections over time.
During lessons it will be normal to see engagement with different tasks, often practical, (for example, using counters) and a high level of discussions (class, group or paired). There is no acceleration in content, so all students will progress through different intervention and support, as well as challenging problems. Students’ misconceptions are addressed immediately and rapid intervention is applied.
The scheme is informed by the KS2 programme of study where students have already been taught through a mastery approach and will have focussed on essential skills, where in year 7 we introduce an increase in ability in these skills and in year 8 we will begin to introduce students to problem solving questions to prepare them for the new GCSE curriculum in year 9.
There is some setting of classes in year 7 based on ability, but there are also mixed ability groups. Class are not setted in year 8, with the exception of the most able students, and those students that need more support.
In year 7 students will learn about:
In year 8 students will learn about a wide variety of topics, including:
There is enrichment available every Wednesday from 3:10 – 4pm.
Students will follow a 3-year Scheme of Work starting in year 9.
The Key Stage 4 curriculum also encourages mastery learning. Students will gradually build on the key skills developed in years 7 and 8 and aim to increase their understanding of mathematical concepts with a greater emphasis on problem-solving and reasoning.
Students will cover the content as detailed in the Edexcel Scheme of Work and will experience topic areas under the subject content headings of:
Number.
Algebra.
Ratio, proportion and rates of change.
Geometry and measures.
Probability and statistics.
The examination, sat in June of Year 11, has two tiers, Foundation and Higher. The new GCSE (9 – 1) examination will consist of three separate examination papers, each of one hour and thirty minutes in length, this is required to assess the increase in content that the new GCSE brings. Two of the examination papers will require the use of a calculator, with one paper non-calculator.
The examination is assessing a student’s ability to:
AO1 Use and apply standard techniques.
Where students should be able to;
AO2 Reason, interpret and communicate mathematically.
Where students should be able to;
AO3 Solve problems within mathematics and in other contexts.
Where students should be able to;
View the parent/student guide for the new GCSE 9-1 here (appendix 1)
In order to support students during their studies we offer;
Morning intervention
Mathematics Enrichment 3:00 – 4:00pm every Wednesday
Saturday Academy (dates will be advertised)
Books are marked using marking templates which test the skills that have been taught in the previous 2 weeks’. Students are then expected to answer follow up questions on areas where they have not done as well, thus making all marking individualized. Details are below:
Marking and Feedback – Marking in Maths should enable both the pupils and the teachers to assess their progress over the two week ‘marking window’ and over time. All students are expected to respond to their teacher’s feedback and make corrections in the mathematics assessed. The process is designed to ensure that misconceptions are addressed and allow students to make improvements in their work and support further progress.
Extended Learning – All extended learning set, should stretch and challenge students to enable them to make further progress. The tasks set will allow students to recap and consolidate their learning while acquiring deeper knowledge in the subject area.
When marking work, teachers can apply the following codes:
| Symbol | Meaning |
| // | New paragraph needed |
| Sp | Spelling mistake |
| P | Punctuation error |
| G | Grammatical error |
| ^ | Something missing such as a word or a letter |
| ? | Does not make sense |
All teachers deep mark students’ books at least once every 2 weeks. In Maths this is done using an open book assessment using a standard template. Teachers design bespoke assessments based upon the in class learning from the previous 2 weeks. The questions should include both those for fluency but also link to the Edexcel Examination series and students should have the opportunity to answer exam style questions that require more thought and depth of knowledge.
When marked the teacher sets a series of questions to address misconceptions with guidance how to complete the task independently. Challenge questions taken from past papers that may be from other areas of previous learning outside the 2-week window may also be set.
All work is acknowledged with staff initials at the end of each page to ensure that any misconceptions have been identified.
Pupils must respond to feedback in green pen (unless feedback is set as extended learning then a different colour to the original work is acceptable). They are given time either during the lesson or for homework to respond to the teacher’s feedback. It is important that the students do what the teacher has requested in the feedback not just comment on the feedback.
Target: End of year target, Working at: Current grade from in latest assessments, Effort: AtL from class – 1 (Outstanding), 2 (Good), 3 (Unorganised – missed homework or equipment), 4 (Poor AtL).
Year 11: In addition to the marking template, Y11 undertake a full GCSE paper in class every fortnight. These are recorded on the “Y11 Exam Feedback Template”. Once papers are completed, staff complete these forms (one for every 3 papers – making a full set). Students are then expected to complete areas of strength and those for development, before attempting questions they would normally be expected to get right.
Homework can be written, research or on Hegarty Maths (www.hegartymaths.com) and should be up to two hours per week.
All teachers deep mark students’ books at least once every 2 weeks. In Maths this is also done using an open book assessment following a standard template. Teachers design bespoke assessments based upon the in class learning from the previous 2 weeks. The questions should include both those for fluency but also link to the Edexcel Examination series and students should have the opportunity to answer exam style questions that require more thought and depth of knowledge.
When marked the teacher sets a series of questions to address misconceptions with guidance how to complete the task independently. Challenge questions taken from past papers that may be from other areas of previous learning outside the 2-week window may also be set.
All work is acknowledged with staff initials at the end of each page to ensure that any misconceptions have been identified.
Pupils must respond to feedback in green pen (unless feedback is set as extended learning then a different colour to the original work is acceptable). They should be given time either during the lesson or for homework to respond to the teacher’s feedback. It is important that the students do what the teacher has requested in the feedback not just comment on the feedback.
Homework can be written, research or on Hegarty Maths (www.hegartymaths.com) and should be up to one and a half hours per week.
Target: KS3 Targets are shown on the front of their books – work is linked to target by the teacher highlighting if they are exceeding, working at or below expectations on the marking sheet.
Working at: The grade of work they are working with is highlighted in the success criteria
Effort: AtL from class – 1 (Outstanding), 2 (Good), 3 (Unorganised – missed homework or equipment), 4 (Poor AtL).
When books are next marked, teachers check that students have correctly responded to the previous feedback. In other words, teachers check what students have written in green pen and whether they have mastered the challenge or concept given. If the improvements are correct then this is acknowledged by the teacher in some way, e.g. a tick or remark.
If the improvements are not sufficient/correct or have not been done, then the teacher usually writes a comment telling the student what he/she still needs to do, or sets an appropriate intervention for a student to do this under supervision with help. This should be done in purple pen (p for progress).
Online support (www.hegartymaths.com)
Students are encouraged to get to know and use their own calculators in lessons. We strongly recommend that students buy a calculator. We recommend the Casio fx-83GT Plus model.
Essential equipment for students to bring to their mathematics lessons are;
Two pens, a pencil, a ruler, a calculator.
Other recommended equipment: an eraser, a compass and a protractor.
http://www.ormistonchadwickacademy.co.uk/wp-content/uploads/2018/10/Maths-Marking-Policy.pdf
