Mathematics

Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world.

Vision Statement

Our main intention when designing a maths curriculum is that students are able to enjoy the maths that they are taught and see its relevance to them, whilst progressing in a logical manner through topics and being able to link them together to solve problems. It is important that our students have an understanding of where the maths they learn is used in a real life context.

At both Foundation and Examination stages we want to provide early opportunities to solidify knowledge of essential building blocks of maths. Throughout the curriculum there are opportunities to interleave these building blocks with other more complex ideas. There is an emphasis on consistent revisiting of topics and formal and informal testing of topics covered including through extensive use of mini whiteboards.

As a department we want to regularly discuss and revisit these ideas during department meetings as well as on a day to day informal basis in order to enhance our teaching.

As a department we follow a direct and explicit instruction model but also ensure that the questioning of students allows for a deeper understanding and identifies any misconceptions that arise.

The Big Ideas

Place value – the understanding that the positioning of digits affects their value

Equivalence – the idea that two or more things can have equal value

Symbols – the understanding that complex mathematical thinking can be represented by symbols

Classification – sorting shapes, numbers and data by their properties

Patterns – identifying relationships between numbers, shapes and symbols

Cultural Capital

The implementation of the maths curriculum includes opportunities to see the relevance of the maths that they are doing in the real world including in areas such as architecture and finance.

We aim to encourage a love for learning maths through our teaching as well as programmes such as Times Table Rockstars as well as a wider love for learning and provoke curiosity in how things work and how real life problems are defined and solved.

The skills learned in maths allow for a wider understanding of other subjects including science, geography, computing and technology which means that the students are able to fully appreciate the links between different areas and how they interact with each other.

An Equitable Curriculum - Removing Barriers

The maths lessons at Birkdale follow an explicit, teacher led, method of teaching where we “assess not assume” prior knowledge, often by using mini whiteboards, in order to ensure that students without those building blocks are taught them rather than being left behind without the tools they need to access the curriculum.

We have a fluid process of setting to ensure that all students are able to access the right level of support where it is needed but are also pushed to achieve as highly as possible.

There is an emphasis on the building blocks of maths in the Foundation Stage using a mastery approach and the use of manipulatives to give all students a solid base so that they are then able to go on to access more complex ideas.

All homework is set using Sparx which includes clear video instruction so that there is help available to all students when completing this work at home or revisiting topics.

Staffing Structure

PositionName
Curriculum LeaderMr Woodcock
Deputy Curriculum LeaderMrs Kalthoeber
Teacher of MathematicsMrs Cassidy
Teacher of MathematicsMr Crossfield
Teacher of MathematicsMrs Duffy
Teacher of MathematicsMrs Latham
Teacher of MathematicsMr Manwell
Teacher of MathematicsMr Marshall
Academic MentorMr Potter
Teacher of Mathematics Mrs Rimmer
Teacher of Mathematics Mr Roberts
Maths Mastery LeadMrs Woodcock

Curriculum Structure

Foundation Stage - Years 7, 8 & 9Examination Stage - Years 10 & 11
7 hours per cycle
Setted by ability
GCSE Maths (Edexcel)
7 hours per cycle
Setted by ability
Autumn Term 1Aututmn term 2Spring Term 1Spring Term 2Summer Term 1Summer Term 2
Year 7Positive IntegersNegative integersIntro to Algebra
Solving Equations
Solving Equations
Fractions
DecimalsPercentages
Year 8Angles
Angles in polygons
Area and perimeterRatio and Proportion
Straight line graphs
3D shapes
Transformations
Constructions and scale diagrams
Collecting, organising and displaying data
Averages
Year 9
Foundation
Integers and DecimalsSimplifying and substitutionEquations, inequalities and SequencesCharts, graphs and tablesAverages and FractionsPercentages
Angles
Year 9
Higher
Integers
Standard Form
Surds
Rearranging formula
Solving equations
sequences
Collecting data
Averages
Representing dataSolving Quadratics
Inequalities
Fractions
Percentages
Angles
Year 10
Foundation
Perimeter, Area and VolumeRatio and ProportionGraphs
Transformations
Pythagoras
trigonometry
Probability
Constructions
Quadratics expressions
Equations
Year 10
Higher
GraphsRatio and Proportion
Perimeter and Area
Volume
Bounds
Probability
Pythagoras Theorem
Trigonometry
Probability
Constructions
Similarity and Congruence
Year 11
Foundation
Reciprocals
indices
Standard form
Similarity
Vectors
Simultaneous Equations
Work to be dictated by the Mock examination analysisWork to be dictated by mock examination analysis
Year 11
Higher
Further trigonometry
Quadratics
Circle Theorems
Circle Geometry
Vectors
Reciprocals and proportion
Work to be dictated by Mock exam analysis

Subjects