HANDBOOK
SHIREBROOK ACADEMY
MATHS DEPARTMENT
HANDBOOK 2016-2017
Mathematics curriculum policy statement The mathematics curriculum is designed to enhance and enrich the students’ understanding and enjoyment of the subject by providing a rich, challenging, varied and personalised programme of study. It aims to promote an equal opportunity of learning experiences throughout all topics within the key stages. Students will be encouraged to look at and investigate mathematics in day to day contexts. To develop their understanding of why mathematics is an integral part of life, students will be encouraged to develop the basic life skills, e.g. numeracy, money handling and basic measurements needed in their daily lives. Expectations remain high throughout all teaching of mathematics, however all members of staff have realistic expectations in terms of achievement and behaviour and tailor their lessons to the specific needs of their groups. All lessons are taught to enhance learning and students’ confidence in mathematics. The ethos of the mathematics lesson is such that it promotes resilience, determination and success in meeting lesson objectives. Students will experience a wide range of learning styles and situations. Where possible students are taken to view mathematics around the school, and within the architecture of the buildings.
Aims & Objectives
All students should have the opportunity to benefit fully from a broad, balanced programme, which makes a relevant and strong contribution to a general education. Aims 1.
To develop the mathematical knowledge of students.
2.
To give students the confidence to use their mathematical abilities and skills.
3.
The ability to understand and interpret mathematical information presented in a variety of forms and be able to translate from one to another. By developing practical skills.
To develop an approach towards problem solving.
4.
Knowledge of mathematical concepts, terminology, notation, facts, generalisations, methods and techniques. By meeting the requirements of the national curriculum in mathematics.
The ability to apply knowledge gained to solve routine problems. The ability to select and apply techniques and strategies to unfamiliar situations.
To develop social and communication skills
By promoting individual group work. By recording evidence and communicating the findings and conclusions. The development of confidence, willingness to learn and interest in the various aspects of mathematics.
Attainment Targets 2016 - 2017
Target (Percentage of cohort) Year 11 GCSE Grade 9 – 5 (previously A* to C)
69%
Year 11 GCSE Grade 9 – 1 (previously A* to G)
100%
Historical Data & Targets Target Achieved Target Achieved Target Achieved Target Achieved 2013 2013 2014 2014 2015 2015 2016 2016 A*-C
76%
86%
75%
78%
77.5%
66.4%
59%
56%
A*-A
10%
9%
10%
11%
15%
7%
10%
7%
A*-G
100%
100%
100%
100%
100%
100%
100%
100%
3 levels progress
70%
82%
70%
71%
62%
54.3%
71%
61%
4 levels progress
15%
17%
15%
21%
24%
13%
24%
16%
Mathematics Staff
Miss A Matan
Assistant Principal (mathematics and numeracy)
Mr S Kerfoot
Assistant Leader for Tracking and Intervention
Miss C Thorpe
Assistant Leader for Learning & Teaching
Mr M Stennett
Leader of Teaching and Learning, mathematics teacher
Miss D R Russell
Teacher of Mathematics (NQT)
Mr A Bent
Teacher of Mathematics (NQT)
Mr D Granger
Trainee Teacher (Schools Direct)
Mr E Cooper
Trainee Teacher (Schools Direct)
Miss T Musgrove
Trainee Teacher (Assessment Only)
Link governor: Simon West – [email protected]
Key Dates 2016 - 2017
NSPCC Number Day - Friday 3rd February 2017
Led by: Mr Stennett & Miss Russell What is it? A whole day event; a fantastic opportunity for staff and pupils to make a difference to the lives of others through numeracy activities. Competitions, games, and lesson activities that make maths fun, relevant and meaningful.
Pi Day – Tuesday 14th March 2017
Led by: Mr S Kerfoot & Mr A Bent What is it? First celebrated in 1988, Pi Day is an unofficial annual holiday that commemorates the mathematical constant of Pi, which is commonly displayed as 3.14 in decimal form. As a result, the special day is celebrated on March 14th, a.k.a. 3/14. Fun activities and lesson content focussing on Pi and its association with circles.
Primary Maths Challenge – Wednesday 8th February 2017
Led by: Miss C Thorpe What is it? This popular competition will be held again in 2017 for the 4th time at Shirebrook Academy. All primary schools in North Derbyshire are invited to compete at the Academy, by entering their six most high achieving students to represent their school.
UKMT Challenges – February & April 2017
Led by: Mr S Kerfoot What is it? The UK Mathematics Trust Challenges are held annually for all age groups. Our highest achievers in KS3 are entered, competing nationally with other candidates. The top 40% of entrants are awarded a bronze, silver or gold certificate. If successful students are then entered into the second round of the competition.
Administration
Staff absence In the event that a member of staff is absent, staff are expected to email their work in to school for the duration of the absence. Also staff must inform the person in charge of cover / reception by phone and or email. Staff to ensure that work set includes an objective and a reference piece of work for students to complete. If long periods of absence occurs the Assistant Principal or the Assistant Leaders will set work of a suitable nature for the class. Class lists Each member of staff will be provided with lists for each of their teaching groups including relevant data. Class lists are also available from the SSA. Registers are to be completed using the SIMS system, class codes are available in the mathematics office. Visits Where appropriate visits will be arranged to enhance teaching and learning within the curriculum. Visits will be arranged by teachers within the department following the school’s visits policy. The member of staff will be responsible for completing all risk assessments for the visits and ensuring that these are provided to all the relevant members of staff. Department meetings The department meets regularly to discuss school and department issues. These meetings take place in directed time. The agenda for these meetings will be set in consultation with the rest of the department. In the absence of the Assistant Principal, an assistant leader will organise the meeting. Agenda items may include:
reviewing the curriculum; evaluating new initiatives; identifying department development needs; reviewing resources; setting tasks and deadlines for work delegated; general administration; report back/discussion of whole school issues arising from cross-curricular meeting groups; progress towards science college targets; discussion of feedback from department monitoring; sharing of best practice; assertive mentoring
Curriculum Development Time Once a week (Tuesday Period 4) the mathematics department have allocated curriculum development time, where there is a specific focus relevant to the needs of the department. The foci for Autumn Term are:
Date:
Focus:
13/09/16
10 minute briefing Sharing of L&T resources (BLP & differentiation focus) 10 minute briefing Year 11 skills check resources shared (Maths Box) Collate resources into the 2016 SoW resource folders 10 minute briefing Share Learning Walk expectations and prompt sheet of criteria Equivalence between new and old GCSE grades as a reference 10 minute briefing Feedback strengths and actions from SLT book scrutiny Review of Year 11 target setting for individual classes 10 minute briefing Marking expectations and examples Wall of Pride Seasonal resource development for KS3 (Halloween) 10 minute briefing Learning Walk strength and actions for KS3 and KS4 Half Term 10 minute briefing Feedback from student voice Joint planning time (staff to have a personal focus and work in pairs) 10 minute briefing Moderation of Year 11 MOCK exams (PP focus) Analysis of topics to be taught to individual classes 10 minute briefing Feedback of strengths and actions from KS4 Learning Walk 10 minute briefing Feedback strengths and actions from marking scrutiny 10 minute briefing Sharing of L&T resources, seasonal resource development (Christmas) 10 minute briefing Strategies for Year 11 revision and MOCK exam preparation 10 minute briefing Join planning of impending SoW topics Resources collated into 2016 SoW resource folders
20/09/16
27/09/16
04/10/16
11/10/16
18/10/16
01/11/16
08/11/16
15/11/16 22/11/16 29/11/16 06/12/16 13/12/16
Rewards & Sanctions Students will be rewarded for positive achievements via the SIMS learning gateway. When appropriate a letter will also be sent to parents, for example when a student has received outstanding examination results. Tutors and Heads of Year will also be informed when appropriate. Post cards are also sent to inform parents. In cases of inappropriate behaviour the school behaviour policy will be followed. The on-call system will be used by the Assistant Principal or safe house when appropriate. Parents may be contacted by telephone or invited in to speak to the member of staff concerned if the poor behaviour continues. In case of incomplete work or lateness to lessons students will be given a detention by the class teacher and parents may be contacted by phone or letter. For repeated incidents of poor behaviour in mathematics, pupils may be placed on a mathematics report to monitor further behaviour and attitude to learning.
Safe House Rota
Should pupils’ be removed from their lesson for poor behaviour, they will be placed in an alternative classroom. The mathematics safe house for each year group are detailed on the timetable below:
Marking & Assessment Students will be given levels / grades at the beginning of the academic year which will be recorded in their books. Marking should be positive and should give students information on how to progress to the next level or grade. Students should be aware of the number at which they are working and be able to assess their own performance against these. Wherever possible students will be involved in the assessment of their own work. The department follows the whole school marking policy of highlighting teacher comments in pink and student feedback in green. All books will be marked at a minimum of every two weeks.
Finance
The mathematics allowance is This is used for:
Payment of consumables; Payment of reprographics; Buying new equipment/resources with the needs of new schemes of work; Purchasing textbooks/ICT materials.
The mathematics department also receives money for training and resources through the other strategy budget. The Assistant Principal for mathematics is responsible for the finances of the department; in her absence the assistant leader will be responsible.
Structure & Organisation All year groups will be taught in whole year groups, streamlined according to prior or current assessment data.
Year
Groupings
Student numbers
Time allocation (in periods) per week
7
7
185
4
8
7
170
4
9
7
160
4
10
6
138
4
11
7
151
5
12
1
3
2
13
1
4
5
Staff Timetables
Year Group
AM
SK
CT
MS
DR
AB
TM
Y7
4
5
3
6
1
7
2
Y8
5
3
6
1
7
2
4
Y9
2
7
1
5
6
3
4
Y10
3
2
4
1
5
6
Y11
3
1
5
2
4
6
7
A2
A2
Y12 Y13
Resit
Schemes of Work
Key Stage 3 (Years 7, 8 & 9) Rationale All students at KS3 follow an aspirational scheme of work that allows for a logical and rapid progression at all levels of ability, whilst covering the new, more varied curriculum content. It is imperative that students can see which level they are working at, but more importantly how they progress on to the next level: the scheme of work for each year group has been Each topic is taught so that objectives for each tier of learning are set out side by side so that pupils and staff can see the direct progression from one tier to another. In addition, each group should be taught the same topic at the same points each term, to minimise disruption to learning or progress should students move groups during the year.
Key Stage 4 (Years 10 & 11) Rationale Students in year 10 follow the two year GCSE scheme of work, which progresses directly on from the skills and learning undertaken in KS3. There are two tiers of study in Year 10: Foundation and Higher. Most students will follow the Foundation tier as this has outcomes of Grades 5 – 1 (an old B/C – G grade). Those students sitting the higher tier examinations will have the opportunity to achieve the higher grades of 9 – 4 (and old A* - C grade). In Year 11, students follow a much more bespoke curriculum based on the outcomes of a baseline assessment sat in September 2016. Each teaching group has a scheme of work tailored to areas of development highlighted by the results of the assessment. This means that student progress should be much more rapid as learners are persistently improving their understanding of relevant topics. Approximately once a week students complete a ‘rapid recall’ activity where the focus is on retaining and recalling prior learning. Students log their achievements and areas for improvement, with a view to improving on these the following week so that progress can be tracked.
GCSE Assessment
AQA
OCR
Edexcel
3 papers,1.5 each 80 marks each
hrs
Exams
3 papers,1.5 hrs each 100 marks each
3 papers,1.5 each 80 marks each
hrs
Content
Mixed question style. Content spread through 3 papers
Mixed question style. Content spread through 3 papers
Mixed question style. Content spread through 3 papers
Calculator
Paper 1 non-calc
Paper 2 non-calc
Paper 1 non-calc
Currently students will sit either the AQA or Edexcel examinations, depending on which tier of study they follow. Examination entries will be confirmed in 2017 once the most suitable pathways have been identified for individual students.
Post-16 Mathematics: The mathematics department runs the A level maths course to Aspire students. The students are required to complete three modules in the first year. The department offers:
Pure core 1 Pure core 2 Statistics 1B
In Year 13 students will study: Pure core 3 Pure core 4 Mechanics There is no coursework for this option. The grades available are A to E.
Independent Learning
The department endorses the school independent learning (homework) policy. Homework will be set as a minimum of once a week for each class, which may increase at KS4 where deemed appropriate by classroom teachers. Staff are encouraged to set homework that consolidates and extends classroom learning, so that students are suitably challenged but also secure in the skills they have gained throughout the week.
MATHS DEPARTMENT
HANDBOOK 2016-2017
Mathematics curriculum policy statement The mathematics curriculum is designed to enhance and enrich the students’ understanding and enjoyment of the subject by providing a rich, challenging, varied and personalised programme of study. It aims to promote an equal opportunity of learning experiences throughout all topics within the key stages. Students will be encouraged to look at and investigate mathematics in day to day contexts. To develop their understanding of why mathematics is an integral part of life, students will be encouraged to develop the basic life skills, e.g. numeracy, money handling and basic measurements needed in their daily lives. Expectations remain high throughout all teaching of mathematics, however all members of staff have realistic expectations in terms of achievement and behaviour and tailor their lessons to the specific needs of their groups. All lessons are taught to enhance learning and students’ confidence in mathematics. The ethos of the mathematics lesson is such that it promotes resilience, determination and success in meeting lesson objectives. Students will experience a wide range of learning styles and situations. Where possible students are taken to view mathematics around the school, and within the architecture of the buildings.
Aims & Objectives
All students should have the opportunity to benefit fully from a broad, balanced programme, which makes a relevant and strong contribution to a general education. Aims 1.
To develop the mathematical knowledge of students.
2.
To give students the confidence to use their mathematical abilities and skills.
3.
The ability to understand and interpret mathematical information presented in a variety of forms and be able to translate from one to another. By developing practical skills.
To develop an approach towards problem solving.
4.
Knowledge of mathematical concepts, terminology, notation, facts, generalisations, methods and techniques. By meeting the requirements of the national curriculum in mathematics.
The ability to apply knowledge gained to solve routine problems. The ability to select and apply techniques and strategies to unfamiliar situations.
To develop social and communication skills
By promoting individual group work. By recording evidence and communicating the findings and conclusions. The development of confidence, willingness to learn and interest in the various aspects of mathematics.
Attainment Targets 2016 - 2017
Target (Percentage of cohort) Year 11 GCSE Grade 9 – 5 (previously A* to C)
69%
Year 11 GCSE Grade 9 – 1 (previously A* to G)
100%
Historical Data & Targets Target Achieved Target Achieved Target Achieved Target Achieved 2013 2013 2014 2014 2015 2015 2016 2016 A*-C
76%
86%
75%
78%
77.5%
66.4%
59%
56%
A*-A
10%
9%
10%
11%
15%
7%
10%
7%
A*-G
100%
100%
100%
100%
100%
100%
100%
100%
3 levels progress
70%
82%
70%
71%
62%
54.3%
71%
61%
4 levels progress
15%
17%
15%
21%
24%
13%
24%
16%
Mathematics Staff
Miss A Matan
Assistant Principal (mathematics and numeracy)
Mr S Kerfoot
Assistant Leader for Tracking and Intervention
Miss C Thorpe
Assistant Leader for Learning & Teaching
Mr M Stennett
Leader of Teaching and Learning, mathematics teacher
Miss D R Russell
Teacher of Mathematics (NQT)
Mr A Bent
Teacher of Mathematics (NQT)
Mr D Granger
Trainee Teacher (Schools Direct)
Mr E Cooper
Trainee Teacher (Schools Direct)
Miss T Musgrove
Trainee Teacher (Assessment Only)
Link governor: Simon West – [email protected]
Key Dates 2016 - 2017
NSPCC Number Day - Friday 3rd February 2017
Led by: Mr Stennett & Miss Russell What is it? A whole day event; a fantastic opportunity for staff and pupils to make a difference to the lives of others through numeracy activities. Competitions, games, and lesson activities that make maths fun, relevant and meaningful.
Pi Day – Tuesday 14th March 2017
Led by: Mr S Kerfoot & Mr A Bent What is it? First celebrated in 1988, Pi Day is an unofficial annual holiday that commemorates the mathematical constant of Pi, which is commonly displayed as 3.14 in decimal form. As a result, the special day is celebrated on March 14th, a.k.a. 3/14. Fun activities and lesson content focussing on Pi and its association with circles.
Primary Maths Challenge – Wednesday 8th February 2017
Led by: Miss C Thorpe What is it? This popular competition will be held again in 2017 for the 4th time at Shirebrook Academy. All primary schools in North Derbyshire are invited to compete at the Academy, by entering their six most high achieving students to represent their school.
UKMT Challenges – February & April 2017
Led by: Mr S Kerfoot What is it? The UK Mathematics Trust Challenges are held annually for all age groups. Our highest achievers in KS3 are entered, competing nationally with other candidates. The top 40% of entrants are awarded a bronze, silver or gold certificate. If successful students are then entered into the second round of the competition.
Administration
Staff absence In the event that a member of staff is absent, staff are expected to email their work in to school for the duration of the absence. Also staff must inform the person in charge of cover / reception by phone and or email. Staff to ensure that work set includes an objective and a reference piece of work for students to complete. If long periods of absence occurs the Assistant Principal or the Assistant Leaders will set work of a suitable nature for the class. Class lists Each member of staff will be provided with lists for each of their teaching groups including relevant data. Class lists are also available from the SSA. Registers are to be completed using the SIMS system, class codes are available in the mathematics office. Visits Where appropriate visits will be arranged to enhance teaching and learning within the curriculum. Visits will be arranged by teachers within the department following the school’s visits policy. The member of staff will be responsible for completing all risk assessments for the visits and ensuring that these are provided to all the relevant members of staff. Department meetings The department meets regularly to discuss school and department issues. These meetings take place in directed time. The agenda for these meetings will be set in consultation with the rest of the department. In the absence of the Assistant Principal, an assistant leader will organise the meeting. Agenda items may include:
reviewing the curriculum; evaluating new initiatives; identifying department development needs; reviewing resources; setting tasks and deadlines for work delegated; general administration; report back/discussion of whole school issues arising from cross-curricular meeting groups; progress towards science college targets; discussion of feedback from department monitoring; sharing of best practice; assertive mentoring
Curriculum Development Time Once a week (Tuesday Period 4) the mathematics department have allocated curriculum development time, where there is a specific focus relevant to the needs of the department. The foci for Autumn Term are:
Date:
Focus:
13/09/16
10 minute briefing Sharing of L&T resources (BLP & differentiation focus) 10 minute briefing Year 11 skills check resources shared (Maths Box) Collate resources into the 2016 SoW resource folders 10 minute briefing Share Learning Walk expectations and prompt sheet of criteria Equivalence between new and old GCSE grades as a reference 10 minute briefing Feedback strengths and actions from SLT book scrutiny Review of Year 11 target setting for individual classes 10 minute briefing Marking expectations and examples Wall of Pride Seasonal resource development for KS3 (Halloween) 10 minute briefing Learning Walk strength and actions for KS3 and KS4 Half Term 10 minute briefing Feedback from student voice Joint planning time (staff to have a personal focus and work in pairs) 10 minute briefing Moderation of Year 11 MOCK exams (PP focus) Analysis of topics to be taught to individual classes 10 minute briefing Feedback of strengths and actions from KS4 Learning Walk 10 minute briefing Feedback strengths and actions from marking scrutiny 10 minute briefing Sharing of L&T resources, seasonal resource development (Christmas) 10 minute briefing Strategies for Year 11 revision and MOCK exam preparation 10 minute briefing Join planning of impending SoW topics Resources collated into 2016 SoW resource folders
20/09/16
27/09/16
04/10/16
11/10/16
18/10/16
01/11/16
08/11/16
15/11/16 22/11/16 29/11/16 06/12/16 13/12/16
Rewards & Sanctions Students will be rewarded for positive achievements via the SIMS learning gateway. When appropriate a letter will also be sent to parents, for example when a student has received outstanding examination results. Tutors and Heads of Year will also be informed when appropriate. Post cards are also sent to inform parents. In cases of inappropriate behaviour the school behaviour policy will be followed. The on-call system will be used by the Assistant Principal or safe house when appropriate. Parents may be contacted by telephone or invited in to speak to the member of staff concerned if the poor behaviour continues. In case of incomplete work or lateness to lessons students will be given a detention by the class teacher and parents may be contacted by phone or letter. For repeated incidents of poor behaviour in mathematics, pupils may be placed on a mathematics report to monitor further behaviour and attitude to learning.
Safe House Rota
Should pupils’ be removed from their lesson for poor behaviour, they will be placed in an alternative classroom. The mathematics safe house for each year group are detailed on the timetable below:
Marking & Assessment Students will be given levels / grades at the beginning of the academic year which will be recorded in their books. Marking should be positive and should give students information on how to progress to the next level or grade. Students should be aware of the number at which they are working and be able to assess their own performance against these. Wherever possible students will be involved in the assessment of their own work. The department follows the whole school marking policy of highlighting teacher comments in pink and student feedback in green. All books will be marked at a minimum of every two weeks.
Finance
The mathematics allowance is This is used for:
Payment of consumables; Payment of reprographics; Buying new equipment/resources with the needs of new schemes of work; Purchasing textbooks/ICT materials.
The mathematics department also receives money for training and resources through the other strategy budget. The Assistant Principal for mathematics is responsible for the finances of the department; in her absence the assistant leader will be responsible.
Structure & Organisation All year groups will be taught in whole year groups, streamlined according to prior or current assessment data.
Year
Groupings
Student numbers
Time allocation (in periods) per week
7
7
185
4
8
7
170
4
9
7
160
4
10
6
138
4
11
7
151
5
12
1
3
2
13
1
4
5
Staff Timetables
Year Group
AM
SK
CT
MS
DR
AB
TM
Y7
4
5
3
6
1
7
2
Y8
5
3
6
1
7
2
4
Y9
2
7
1
5
6
3
4
Y10
3
2
4
1
5
6
Y11
3
1
5
2
4
6
7
A2
A2
Y12 Y13
Resit
Schemes of Work
Key Stage 3 (Years 7, 8 & 9) Rationale All students at KS3 follow an aspirational scheme of work that allows for a logical and rapid progression at all levels of ability, whilst covering the new, more varied curriculum content. It is imperative that students can see which level they are working at, but more importantly how they progress on to the next level: the scheme of work for each year group has been Each topic is taught so that objectives for each tier of learning are set out side by side so that pupils and staff can see the direct progression from one tier to another. In addition, each group should be taught the same topic at the same points each term, to minimise disruption to learning or progress should students move groups during the year.
Key Stage 4 (Years 10 & 11) Rationale Students in year 10 follow the two year GCSE scheme of work, which progresses directly on from the skills and learning undertaken in KS3. There are two tiers of study in Year 10: Foundation and Higher. Most students will follow the Foundation tier as this has outcomes of Grades 5 – 1 (an old B/C – G grade). Those students sitting the higher tier examinations will have the opportunity to achieve the higher grades of 9 – 4 (and old A* - C grade). In Year 11, students follow a much more bespoke curriculum based on the outcomes of a baseline assessment sat in September 2016. Each teaching group has a scheme of work tailored to areas of development highlighted by the results of the assessment. This means that student progress should be much more rapid as learners are persistently improving their understanding of relevant topics. Approximately once a week students complete a ‘rapid recall’ activity where the focus is on retaining and recalling prior learning. Students log their achievements and areas for improvement, with a view to improving on these the following week so that progress can be tracked.
GCSE Assessment
AQA
OCR
Edexcel
3 papers,1.5 each 80 marks each
hrs
Exams
3 papers,1.5 hrs each 100 marks each
3 papers,1.5 each 80 marks each
hrs
Content
Mixed question style. Content spread through 3 papers
Mixed question style. Content spread through 3 papers
Mixed question style. Content spread through 3 papers
Calculator
Paper 1 non-calc
Paper 2 non-calc
Paper 1 non-calc
Currently students will sit either the AQA or Edexcel examinations, depending on which tier of study they follow. Examination entries will be confirmed in 2017 once the most suitable pathways have been identified for individual students.
Post-16 Mathematics: The mathematics department runs the A level maths course to Aspire students. The students are required to complete three modules in the first year. The department offers:
Pure core 1 Pure core 2 Statistics 1B
In Year 13 students will study: Pure core 3 Pure core 4 Mechanics There is no coursework for this option. The grades available are A to E.
Independent Learning
The department endorses the school independent learning (homework) policy. Homework will be set as a minimum of once a week for each class, which may increase at KS4 where deemed appropriate by classroom teachers. Staff are encouraged to set homework that consolidates and extends classroom learning, so that students are suitably challenged but also secure in the skills they have gained throughout the week.
