KS3 Overview

In the Mathematics department at Lytchett, we have a belief that every child can achieve in every maths lesson. This is a key characteristic of mastery teaching. Every attempt is made to keep the whole class learning together. Differentiation is achieved not by offering different content but by paying attention to the level of support and challenge required. For those that grasp ideas quickly acceleration into new content is avoided, but these students are challenged by deeper analysis of the lesson content and by applying the content in new and unfamiliar problem solving situations as well as generalising using algebra and the correct mathematical language.

Key Features of Mastery

Achieving mastery means that the student has acquired a solid enough foundation of the maths taught to enable them to move on to more advanced material within the same lesson objective. The following are the key features of mastery:

• A focus on deep understanding as well as procedural fluency.
• Use of manipulatives and representations to support the understanding of abstract ideas.
• Intelligent practice rather than mechanical repetition of similar questions.
• Well-crafted examples and exercises which, through careful use of variation, focuses students' attention on the key learning point.
• Carefully chosen examples of concepts which emphasis "what it is" and "what it is not."
• An emphasis on the correct technical language.
• The structures and connections within the mathematics are emphasised to ensure that students learning is sustainable over time.

How we Assess in Mathematics

There are many different assessment approaches used by our skilled maths teachers.  Students are constantly given verbal feedback in their classrooms on how to improve their performance in the lesson and they are given opportunities to self and peer assess throughout a unit of work.

We assess the students once a term with a cumulative assessment of any work completed in that year.  To support them in revision of the subject we use starters and homeworks to constantly review topics from the past.  This supports their retention of different aspects of Maths.

Within each half term we have checkpoint class assessments which are based on the work from the units that have been completed that term.  This is to ensure that the students are aware of their individual strengths and weaknesses. This is fed back to the students and they are given time after the assessment to either close the gap on their understanding or to extend their understanding of topics.

Everything that we do at KS3 ensures the building blocks for GCSE and at the end of KS3 we assess all students with a GCSE paper to guage exactly where we should place them at GCSE, where we have a two tier entry of Foundation or Higher.

Year 7

Topics Covered

Download the Maths Year 7 Curriculum Overview

Download the Maths Year 7 Knowledge Organiser

•  Number Systems
•  Negative numbers in context
•  Coordinate and variables
• Addition of positive and negative expressions
• Fractions 1 – Unitisation, equivalence and simplifying
• Subtraction
• Multiplies
• Fractions 2 – Adding and subtracting fractions
• Fractions 2 – Adding and subtracting fractions
• Factors
• Fractions 3 – Mixed numbers
• Primes and Composites
• Multiplication and area
• Area models with algebra
• Fractions 3
• Fractions 3 – Multiplying fractions
• Frequency

In Year 7, we concentrate of Number and Algebra skills.  Number and algebra underpin all of the mathematical concepts going forward into GCSE and A level and are key to enabling the work to be differentiated throughout.

How can you help your child in Mathematics?

We will do everything we can to ensure the best progress for your child in Mathematics in school but to ensure that the retention of the subject is maintained we rely on homework being completed to a good standard, showing workings and not just answers or making notes from a particular video that they may have been asked to watch.  We are currently working on our YouTube site Minster Mathematics where you will see series of lessons delivered by our Maths specialists and these are there to support your children revise and help them to review tasks they have covered in class.  Encourage them to talk and explain what they are learning.  If you have any concerns contact us, we want to help.

I leave you with this quote, which I believe underpins everything we are trying to achieve here at Lytchett:

Year 8

Topics Covered

Download the Maths Year 8 Curriculum Overview

Download the Maths Year 8 Knowledge Organiser

In Year 8 we use number and algebra skills to continuously in all the other strands of mathematics; Geometry; Statistics; Probability and Ratio and Proportion.

Year 9 

Topics Covered

Download the Maths Year 9 Curriculum Overview

Download the Maths Year 9 Knowledge Organiser

In Year 9 we are using the number and algebra skills to continuously in all the other strands of mathematics; Geometry; Statistics; Probability and Ratio and Proportion.

Mrs Harradine (Head of Maths)

Email: harradinej@lytchett.org.uk

Exam Board: Edexcel

Specification:

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

Key stage 4 students have been taught a mastery curriculum throughout KS3 and we are developing the use of the mastery structures through the new year 10 and 11 schemes of work. 

There are five key areas in the teaching of mathematics, Number, Ratio and Proportion, Statistics and Probability, Algebra and Geometry.  The final exams have a strong focus on using the skills learnt in solving different problems.  Many of these problems will involve a variety of different skills from different areas of the curriculum; such as the use of algebra in a geometric setting.   We do have two different schemes of work for foundation and higher which is detailed in our curriculum plans.  Essentially the topic areas are the same but the timescales vary due to the amount of content that needs to be covered by the higher students.

Students at Key Stage 4 are set by attainment to maximise their chances of success in their GCSEs (this links to tiers of entry). In Year 10 the higher groups are a mixture of potential grade 5-9 students. Classes are carefully selected using performance data at the end of year 9 as well as teacher knowledge of the students. This ensures that every child has an appropriate level of challenge so they can reach their potential.

At Key Stage 4 we assess two or three times a year with summative assessments. The assessments are based on GCSE questions from the Edexcel exam board. At the end of year 10 we assess students with one calculator and one non-calculator paper, and we review the tier of entry at this stage making set changes if necessary. In year 11 students are given two mock exams throughout the year. After each exam, the teacher creates a bespoke plan of revision to support the students on making improvements before the next mock and ultimately the final exam.

Curriculum Overview

Year-10-Foundation-Curriculum-Plan-2024.pdf

Year-10-Higher-Curriculum-Plan-2024.pdf

Year-11-Foundation-Curriculum-Plan-2024.pdf

Year-11-Higher-Curriculum-Plan-2024.pdf