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Maths Department

Subject Outline / Aim

The maths department at Holy Family strives for excellence in all areas. We aim to build confident and resilient mathematicians. Together, with the White Rose Maths team, we aim to develop independent, reflective learners who have both a passion for, and relish the challenge of, maths.

"Mathematics, a universal language that enables understanding of the world, is an integral part of the curriculum. Beyond the study of numbers, shapes and patterns, it also provides important tools for work in fields such as engineering, physics, architecture, medicine and business. It nurtures the development of a logical and methodical mindset, as well helping to inculcate focus and the ability to solve all manner of problems. Attainment in the subject is also the key to opening new doors to further study and employment". (Ofsted, 2021).

Holy Family Catholic School Mathematics Curriculum

'Together we step out in faith, knowing Christ is with us and united as a holy family.'

Intent

Our aim is to provide an ambitious mathematics curriculum for all children irrespective of background or prior attainment. Our school mission is to help all students ‘to grow in wisdom and grace’ and we encourage all our students to use their God-given talents to be the best they can be.

Mathematics is a core subject that will provide students with life skills that they will carry forward with them when they leave school. Mathematics helps to develop mathematical thinking and problem-solving skills which are essential attributes for the workplace, business and finance; and for personal decision-making.

We will value our students as individuals and nurture them to achieve their full potential.
Implementation

Enthusiastic, specialist teachers understand how students learn and employ methods to encourage the transition of learning from working memory into long-term memory. Teachers maintain high expectations of students and create a positive working atmosphere where students feel safe and confident.

We strive to develop a passion for mathematics, encouraging an investigative approach to learning, through varied teaching styles and use of a range of manipulatives. Problem solving skills and teamwork are fundamental to mathematics and students are encouraged to develop their reasoning skills and communication to explain concepts to each other. Active and deeper questioning means all students are thinking, discussing and working together, both asking and answering questions. Many of the tasks we use are designed to promote discussion and to respond to potential misconceptions head on.

Our scheme of learning is coherently planned, sequenced, and accessible. It is cumulative, building on knowledge from Key Stage Two and deepening mathematical knowledge year-on-year. It focuses on mathematical skills that matter in the future (for example, looking at bills and bank balances as early as year 7) and keeps financial mathematics at its heart on topics such as percentages. Teachers highlight and discuss with students the links in real-life and career areas for the skills and knowledge being taught. We also lay the groundwork for future learning, developing the depth of knowledge for key stage five and skills for employment.

Students spend enough time on topics to gain a deep understanding and interleaving is a key element: topics are not taught in isolation, but regularly revisited within other contexts to aid memory and secure understanding. Our scheme of learning is broken down into ‘small steps’ and includes key vocabulary, key questions and exemplar questions that integrate fluency, reasoning and problem solving throughout.

Formative and summative assessments are used to check and further student understanding, through teacher guidance and feedback. Mini assessments for each block and termly assessments provide these clear opportunities. Assessment indicates students’ strengths and areas which require improvement, they provide motivation through success and influence our teaching strategies and evaluation of methods and materials. Teachers’ planning is adjusted according to student response and assessment outcomes. All our electronic resources are kept in one place and regular sharing of good and outstanding practice ensures our resources are up-to-date and relevant.

Impact

Students will develop a series of skills, not restricted to mathematics, that will allow them to process information, enquire and reason, be creative and evaluate the information that they are presented with. Students will develop functionality in mathematics and be able to apply mathematics within other subject areas and to real-life situations.

Students will leave Holy Family Catholic School as resilient learners who are mathematically confident and competent to deal with the ‘real-world’ mathematics all around them. They will be ready for their next stage of learning, with the mathematical qualifications, key skills and attributes they need to not only prosper personally but also, contribute to society and to the common good.

KS3

Years 7, 8 & 9

As you can see from each of the yearly overviews, each term is split into topics and each topic is further split into small steps. Details of the small steps and the examples we use in class, can be found by clicking the Autumn / Spring / Summer term links below each of the relevant yearly overviews.

To help the pupils with their learning, White Rose Maths have made a video for each of the small steps in Years 7, 8 & 9. You can find the videos by clicking this link.

If you wish to purchase OPTIONAL workbooks for your child to use both in school and at home you can buy them directly from the White Rose Maths website by following this link.

Pupils will be given, or asked to complete, a topic knowledge organiser which summarises the key points, keywords and their definitions. By the end of each topic pupils should have a completed knowledge organiser, that they will use for revision of future assessments. Homework allows pupils to rehearse content learned at home and helps them to recall and use facts and methods, with increasing speed and accuracy, committing core knowledge into their long-term memory. It also allows misconceptions to be highlighted through independent work and rectified with help from the class teacher. 

Assessments for each topic will follow 1-2 weeks after the completion of each topic, leaving space after the teaching, to enhance the retrieval and learning of the skills and knowledge. There will also be termly-assessments which will cover the accumulation of topics up to that point.

Y7 Yearly overview

Y7 Link

Y8 Yearly overview

Y8 Link

Y9 Yearly overview

Y9 Link

KS4

Years 10 & 11

As you can see from each of the yearly overviews, each term is split into topics and each topic is further split into small steps. Details of the small steps and the examples we use in class, can be found by clicking the Autumn / Spring / Summer term links below each of the relevant yearly overviews.

To help the pupils with their learning, White Rose Maths have made a video for each of the small steps in Years 10 & 11. You can find the videos by clicking this link.

If you wish to purchase OPTIONAL workbooks for your child to use both in school and at home you can buy them directly from the White Rose Maths website by following this link.

Pupils will be given, or asked to complete, a topic knowledge organiser which summarises the key points, keywords and their definitions. By the end of each topic pupils should have a completed knowledge organiser, that they will use for revision of future assessments. Homework allows pupils to rehearse content learned at home and helps them to recall and use facts and methods, with increasing speed and accuracy, committing core knowledge into their long-term memory. It also allows misconceptions to be highlighted through independent work and rectified with help from the class teacher. Pupils in Y10 and 11 will also be given past exam paper questions to complete at home, to allow them to become familiar with their style.

Assessments for each topic will follow 1-2 weeks after the completion of each topic, leaving space after the teaching, to enhance the retrieval and learning of the skills and knowledge. There will also be termly-assessments which will cover the accumulation of topics up to that point and mock-exams as set out on the school calendar.

Pupils are entered for the 9-1 OCR maths GCSE examinations, which covers all aspects of number, algebra, geometry, statistics, probability, ratio, proportion and rates of change. The exam consists of 3 x 90-minute papers, with questions from any of the topic areas in maths. The second paper is non-calculator and papers 1 and 3 are calculator allowed. 

Pupils will take either the higher or foundation tier examinations in the summer term of Year 11. Grades 1-5 are available on the foundation tier and 4-9 on the higher tier. The decision for GCSE tier entry is made on an individual basis after careful monitoring and discussions between each class teacher and each pupil. Classwork, homework, assessment and mock examination results are all considered.

Y10 Yearly overview

Y10 Link

Y11 Yearly overview

Y11 Link

Subject Support Materials / Equipment

Pupils will require basic stationery plus a protractor, a pair of compasses and a scientific calculator.

To help the pupils with their learning, White Rose Maths have made a video for each of the small steps. You can find the videos by clicking this link.

If you wish to purchase OPTIONAL workbooks for your child, to use both in school and at home you can buy them directly from the White Rose Maths website by following this link.

Revision guides and websites

CPG

Corbett maths

Studymaths 

Extra-Curricular

UKMT individual and team competitions

AMSP team competitions

Trip to Maths City in Leeds

AMSP Careers webinars

Selby college maths focus

Drax trip