St. Mary's

Mathematics Subject Overview

Philosophy for Teaching Mathematics

At St Mary’s the mathematics department equip students with the mathematical and numerical skills they need to be successful academically, whilst preparing them for life beyond the classroom.  We believe that every student can be successful in mathematics and our goal is to ensure the best outcomes for all learners.

We have an ambitious mathematics curriculum which is rich in skills and knowledge.  Our curriculum is under pinned by three key principles.  In line with the aims of the KS3 National Curriculum, we believe all students should be able to reason mathematically, solve problems and be fluent with facts.

At St Mary’s we create mathematicians who think, act and speak with purpose and confidence.  Teachers promote oracy and develop confidence by encouraging pupils to talk openly about mathematics and to explain their thinking.  Staff and students use complex mathematical vocabulary to communicate their ideas and create arguments and conjectures.

We believe it is essential that students are fluent in the fundamentals of mathematics.  We promote fluency through varied and frequent practice and by introducing increasingly complex problems over time. We use low floor, high ceiling tasks that enable students to be successful whilst stretching the more able.  Students should feel confident in tackling both familiar and unfamiliar problems by using their knowledge and skills to break problems down into smaller steps. This approach is used in order to build resilience, deepen understanding and develop conceptual understanding.

Our pedagogy is underpinned by a mastery approach meaning we teach for understanding.  We have a challenging spiral curriculum which bases future teaching on previous learning.  Teachers clearly model mathematical procedures with consistency as agreed within the scheme of learning and calculations policy.  This approach is consistent with the latest educational research.

Where applicable, teachers make links across units of work in order to emphasise the many connections between different mathematical facts, procedures and concepts to create a rich network of understanding. Lessons are well structured and teachers use carefully selected examples in order to model methods for pupils to practice. They ensure milestones, which lead to excellence, are broken down into smaller steps for each unit of work. Proportional time is spent developing deep knowledge of the key ideas that are needed to underpin future learning (progression of skills), guided by the scheme of learning. Pedagogy is based on the best available evidence (supported by Blackpool Research School) with a variety of teaching strategies used.  Teachers predict difficulties learners may have in advance and plan to address potential misconceptions before they arise.  If there are further difficulties within the lesson misconceptions are uncovered and addressed rather than sidestepped.  Carefully selected manipulatives and representations are used to support mathematical understanding of concepts, enabling pupils to deepen understanding and use the mathematics independently.

All teachers have strong mathematical knowledge and have a clear understanding of our schemes of learning; they are knowledgeable of the mathematical journey pupils have already been on and continue to build on it, leading to success at GCSE and beyond. Teachers work towards the defined excellence for each unit of mathematics.  The approach ‘find out what they don’t know and teach them it’ is embedded. Summative data is analysed at a fine grain size during DAFITAL which provides formative information, which is then used to inform further teaching. Alongside this, an efficient and continuous assessment for each unit or milestone are carried out with marking and feedback that informs future planning and addresses misconceptions.

Mathematics Video Help for Parents/Carers

KS3 Curriculum Map

Year 7 Overview

In Year 7 students will consolidate their numerical and mathematical capability from Key Stage 2. They will extend their understanding of the number system and make connections between number relationships and their algebraic and graphical representations.

Year 7 Topics
Year 8 Overview

Students will build on their Year 7 knowledge and begin to move freely between different numerical, algebraic, graphical and diagrammatic representations. They will begin to reason deductively in geometry, number and algebra, including using geometrical constructions.

Year 8 Topics
Year 9 Overview

Students begin Year 9 with “crossover topics” which appear on both higher and foundation tier papers with students on a higher pathway engaging in more complex problems. Students build on their learning for GCSE to establish firm foundations for either tier at GCSE.

Year 9 Topics

KS4 Curriculum Map

KS4 Overview

Over the next two years of studying the GCSE syllabus, students will investigate, discover, develop and consolidate their understanding of Mathematics. Students will explore key areas of mathematics such as: Number; Algebra; Ratio, Proportion and Rates of Change; Geometry and Measures; Statistics and Probability.

Year 10 Topics
Year 11 Topics

A Level Curriculum Map

Year 12 Topics
Year 13 Topics