Maths

 Our Aim

The Mathematics Department at Downland School are committed to the philosophy that, during their time with us, each pupil should have a positive, enjoyable experience of developing Numeracy and learning Mathematics and that they make continuous progression and improvement, achieving their full potential.

We teach Mathematics and Numeracy using a variety of methods and stimuli to create a supportive, controlled and positive learning environment. We do this through regular review and evaluation of our own methods and materials, as well as keeping up to date with the latest SEND philosophies and teaching strategies. Every lesson is differentiated to suit each pupil’s ability and learning style and assessment for learning is embedded in our schemes of work and teaching. We use personalised SEND strategies as tailored learning is at the core of everything we do. Every opportunity is given to secure progress from from their individual starting points in a secure, positive and enjoyable environment.

Key Stage 2

(We currently only provide for year 6/ Age 10 pupils)

Our young people can join us in Year 6 and have 3 Mathematics lessons per week of up to an hour each. The pupils cover work from all the National Curriculum strands and have the opportunity to take Mathematics SATS exams (where appropriate) towards the end of the academic year.

In year 6 Mathematics is initially taught as Numeracy, following the National Curriculum, with the emphasis on progressing towards and aiming to achieve ‘Age Related Expectations.’ An initial key focus, at the beginning of year 6 is for pupils to consolidate and improve both their mental and written methods for all four operations (addition, subtraction, multiplication and division) this is looked at in a variety of ways including working with whole numbers, decimals, percentages and fractions.

Our Year 6 pupils focus on learning the skills of numeracy to prepare them for the topics and skills that will be studied in Year 7 and are assessed using PUMA which enables teachers to reliably benchmark performance against national averages but more importantly pin points any individual gaps they may have in their skill set, knowledge or misconceptions, allowing personalised intervention, support and progression.

The following list of topics, is the order in which, pupils progress and begin to transition towards year 7.

Year 6

 1. Number and place value
2. Factors and multiples
3. Addition and subtraction
4. Multiplication and division
5. Problem solving
6. Fractions, decimals and percentages
7. Measurement
8. Geometry
9. Interpret and present data

Key Stage 3

From Year 7 the pupils continue to build upon, consolidate and improve all aspects of their mental and written methods in all topics and in line with the National Curriculum.

Over time, and in response to their individual starting points, we aim to ensure that pupils begin to develop reasoning skills and become numerically inquisitive, all staff encourage and support our young people to enjoy Maths, celebrating success along the way.

By Year 8, where appropriate, there is an increased focus on algebra and application of mathematics to real-life contexts and word problems, this prepares the pupils for the key Stage 4 curriculum as well as giving them life skills and transferable knowledge for the real world.

The planning and delivery of Mathematics and Numeracy is based on rigorous and thorough assessment of a pupil’s ability based on their starting points (baseline assessment ascertains this upon entry to the school). Assessment is based on the descriptors within Classroom Monitor (a tool used across the whole school). Regular teacher feedback is given to pupils to enable them to understand how to make progress and achieve; this will be adapted pupil to pupil to ensure all learning is personalised. In addition to these assessments we also use PUMA from years 6 to 9, giving teachers and pupils a valuable and immediate knowledge of next steps and areas requiring more practice or misconceptions or gaps in their mathematical knowledge.

The able below details the order in which pupils will follow the Key Stage 3 Downland scheme of work.

 Key Stage 4

As mentioned in the previous key stages the focus is on enabling the pupils to transfer their knowledge from Key stage 3 to to Key Stage 4 and there is careful planning regarding the skills and acquisition of knowledge.

Pupils have the option to take either the Higher or Foundation GCSE paper as well as the Entry Level certificate (both the papers are graded using numbers). If pupils excel at Maths or have an exceptional talent there is the additional option of taking the Foundation paper in year 10 and the Higher paper and/or statistics paper in Year 11. Both the GCSE papers are graded using numbers. In addition, all pupils take the Entry Level examination during Year 11, guaranteeing every pupil a Mathematics qualification which helps to obtain the best possible outcomes and assist with securing college places to enable pupils to move on to their next step in education.

Preparation for the teaching and learning of the Mathematics GCSE starts in Year 9; with the pupils securing and extending (where appropriate) their skillset. During years 9 and 10, they build upon, consolidate and improve both their mental and written methods and build on their KS3 knowledge.

During Year 11, the pupils create revision books which enable them to revisit all strands and skills. They learn how to revise and how to make revision notes while practicing exam-style questions, focusing on specific individual misconceptions or gaps in knowledge.

The following table outlines the topics the pupils will study at a differentiated levels heading towards their final exams with us.

At Downland School, Mathematics homework is set upon request but pupils are all encouraged to use online resources such as:

MyMaths https://www.mymaths.co.uk/

 AQA https://allaboutmaths.aqa.org.uk/newspec8300