Subject Leader: Mr Doug Yarker
Mathematics at QKS
Mathematics is a dynamic science which empowers individuals to become effective members of society.
It provides a framework for the analysis of problems and the development of appropriate solutions, from the most basic to those which are quite complex.
Mathematics is a complex system of patterns, number, space, measurement, chance and data represented by a system of symbols unique to the discipline and universally understood. The learning of knowledge encompassed by this system requires sharing, challenging, thinking, reasoning, and the modifying and testing of ideas and procedures. The facets of mathematical knowledge include knowing ‘about’ mathematics, knowing how to ‘do’ mathematics and knowing ‘when’, ‘where’ and ‘why’ to use mathematics. The inclusion of mathematics in the school curriculum is fundamental to promoting in students an attitude to learning as a life-long pursuit.
QKS regards each student as a person who is unique and of infinite value. Within the Maths curriculum, this finds expression in the belief that every child can learn and succeed in maths. The nature of mathematical experiences that are undertaken enable students to see the relevance of school mathematics in many aspects of their everyday life.
Key Stage 3
The mastery maths scheme at KS3 reflects our high expectations for every student.
Every student is entitled to master the key mathematical content for their age. Every student must receive the support and challenge they need. We believe that this personalisation can be achieved with all students learning the same concepts and skills, putting depth before breadth, students demonstrate progress by making connections between representations, and applying them within and beyond the curriculum. The concepts are sequenced so that previously learnt ideas can be connected to new learning, supporting students in understanding the coherent and connected nature of the subject, and ensuring they consolidate learning by continually using and applying it in a variety of contexts.
Problem-solving is at the heart of mathematics. We structure our curriculum so that all students in a Year Group learn the same content at the same time, have longer to focus on this content and spend a significant amount of time securing essential number skills. In this way, we aim to create the optimal conditions for students to both learn through problem-solving and to learn to solve problems.
Key Principles for Mastery
- Pre testing to establish the current level of understanding of the students
- Post testing to establish the level of understanding on completion of the half terms work
Key Stage 4
At KS4 we have followed the scheme created by the exam board.
Once again, this builds topics in a sequence that ensures all students have covered the necessary topics to fully access every topic and tackle it in depth and with problem-solving at the heart of each topic.
- Daily review – can strengthen previous learning and lead to fluent recall
- Present new material in small steps
- Ask questions – factual and process
- Provide modelled answers
- Check for understanding – e.g. mini white boards
- Achieve a high success rate – a success rate of 80% shows students are learning AND they are being challenged
- Independent practice
- Weekly and monthly reviews – homework as well as assessments
- Maths challenge