Mathematics
Learning Journey
Objectives in mathematics:
Mathematics, the world’s most useful subject.
Mathematics makes our life orderly and prevents chaos.
Qualities that are nurtured by mathematics are the power of reasoning, creativity, abstract and spatial thinking, critical thinking, problem-solving abilities and even effective communication skills.
Mathematics is the birthplace of all invention, without which the world cannot move a millimetre.
Be it a chef or a farmer, a carpenter or a mechanic, a shopkeeper or a doctor, an engineer or a scientist, a musician or a magician, everyone needs mathematics in their day-to-day life.
Key Stage 3 and 4 - Working mathematically at Ibstock Community College
Through the mathematics content, students will be taught to:
Develop fluency
Consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots.
Select and use appropriate calculation strategies to solve increasingly complex problems
Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships.
Move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs].
Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions.
Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.
Reason mathematically
Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations.
Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically.
Identify variables and express relations between variables algebraically and graphically.
Make and test conjectures about patterns and relationships; look for proofs or counter-examples.
Begin to reason deductively in geometry, number and algebra, including using geometrical constructions.
Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.
Solve problems
Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.
Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.
Develop Mastery
Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.
All students are encouraged by the belief that by working hard at maths they can succeed.
If a student fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.
Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.
Key Stage 4 – GCSE mathematics at Ibstock Community College
At Key Stage 4 all students will continue to build upon the solid foundations of key Stage 3 and will study a two-year GCSE mathematics course using the AQA 8300 Specification. The subject content of this specification matches that set out in the Department for Education’s Mathematics GCSE subject content and assessment objectives document. This content is common to all exam boards.
The course will provide a broad, coherent, satisfying and worthwhile programme of study, and will encourage students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. It will also provide a strong mathematical foundation for students who go on to study mathematics at a higher level post-16.
Students will be encouraged to see that mathematics can be used to develop models of real situations and that these models may be more or less effective depending on how the situation has been simplified and the assumptions that have been made. Students will also be able to recall, select and apply mathematical formulae.
GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students are entered for the appropriate tier as deemed suitable by the mathematics team at Ibstock. Students must take three question papers at the same tier in the summer term of Year 11.
