“An expert is a man who has made all the mistakes which can be made, in a very narrow field” – Niels Henrik David Bohr (1885 – 1962)
“No human investigation can be called real science if it cannot be demonstrated mathematically.” – Leonardo da Vinci (1452 – 1519)
“Pure mathematics is, in its way, the poetry of logical ideas” – Albert Einstein
“Do not worry about your difficulties in Mathematics. I can assure you mine are still greater.” – Albert Einstein (1879 – 1955)
“Anyone who has never made a mistake has never tried anything new.” – Albert Einstein (1879 – 1955)
“Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less.” – Marie Curie (1867 – 1934)
The mathematics curriculum at Rushey Mead Academy provides a foundation for students to understand the world, reason mathematically, appreciate the beauty and power of mathematics, and develop a sense of enjoyment and curiosity about the subject. Throughout their time at Rushey Mead Academy, students develop a deep appreciation of mathematics as essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
Key Stage 3 features and summary
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The schemes of work are, by necessity, organised into apparently distinct domains, but pupils are supported to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They are also given opportunities to apply their mathematical knowledge to science and other subjects.
At KS3 all students receive 3 lessons of mathematics per week and are grouped according to their learning need. The expectation is that the majority of pupils will move through the schemes of work at broadly the same pace. However, decisions about when to progress are always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material are supported to consolidate their understanding, including through additional practice, before moving on.
KS3 curriculum map & knowledge organisers
Key Stage 4 features and summary
The mathematics curriculum at Rushey Mead Academy is designed to ensure that all pupils:
- become fluent in the fundamentals of mathematics, through structured retrieval practice and exposure to increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
- reason mathematically and explore relationships and generalisations, and communicate an argument or proof using key mathematical language, as modelled by their teacher;
- can solve problems by following scaffolded models of how to apply mathematics to a variety of routine and non-routine situations with increasing sophistication and independence, developing the ability to break down problems into a series of simpler steps and persevere in seeking solutions
At KS4 all students receive 4 lessons of mathematics per week in preparation for completion of the AQA 8300 course which is assessed by through three 1.5 hour exams, 1 non-calculator paper and two calculator papers. There are two tiers of entry: Higher (aimed at grades 5-9 although grades 3 and 4 are awarded) and Foundation (grades 1-5).
Students are grouped accordingly to ensure the specifics of what is covered is matched to their learning need and the content covered forms the necessary progression from their KS3 studies. The decision about which tier will be made during the course once it becomes clear which tier is the most suitable.
KS4 curriculum map & knowledge organisers
Assessment and feedback
End of Unit Reviews
End of Unit Reviews (EOUR’s) are designed and used to check students’ understanding of the key concepts pertaining to their assessment point within the unit.
There will be a gap between finishing the Unit and administering the EOUR to enforce the need to revisit prior learning.
These are summative and are administered prior to each termly tracking data capture.
Following the assessment students will be asked to traffic light their marks achieved on the feedback sheet for each question to help them identify their target areas.
Red – No Marks, Amber – Part Mark, Green – Full Marks
Where possible the questions are referenced to the relevant the MathsWatch clip. This should allow the students to structure their revision, working on their necessary target areas.
Revision and independent learning
The faculty encourages students to take an interest in their own progress and fosters independence through carefully designed structures.
The sheets are available on the Faculty’s website – www.rusheymeadmaths.weebly.com
These contain details of learning objectives for individual assessment points within each unit. Each objective is matched with a MathsWatch clip.
Useful websites and resources
|http://rusheymeadmaths.weebly.com/||Homework tasks and links to lots of revision material|
|www.aqa.org.uk||Specification, guidance and specimen exam papers|
|www.vle.mathswatch.co.uk||Videos and interactive online activities, accompanying worksheets for all maths topics|
|www.drfrostmaths.com||Database of thousands of GCSE questions with helpful teaching slides and videos to support learning|
|www.corbettmaths.com||Videos and past paper questions for all maths topics|
5-a-day questions on various areas
|www.mrbartonmaths.com||Videos, questions and answers for self-assessment.|
|www.justmaths.com||New style GCSE questions and answers for most maths topics|
|www.onmaths.com||Exam papers which are immediately marked online|
Further Reading KS3 Mathematics – Link
Further Reading KS4 Mathematics – Link
Afterschool Homework and Catch up club, every Tuesday and Thursday 3-4pm
FSMQ Additional Maths (Level 3) for highest achieving mathematicians in Year 11
Maths Ambassadors – KS4 students supporting KS3 students in their learning
Stretch and challenge opportunities
UK Maths challenge https://www.ukmt.org.uk/
Global maths challenge https://www.global-math.com/
Weekly maths challenges https://nrich.maths.org/7581
Corbett Conundrums https://corbettmaths.com/more/corbetts-conundrums/
This is set via the Show My Homework platform in accordance with whole school policies. Homework takes the form of 10 weekly skills based questions, to be completed in their progress book, in conjunction with appropriate online tasks.
Minimum 1 hour Minimum 1.5 hours
10 Questions accessed from weebly 10 Questions accessed from weebly
MathsWatch task MathsWatch task &
30-40 minutes of GCSE questions from
Written homework must be completed in the back of students’ progress books.
Each question should be copied out, workings shown in full and the answer clearly identified. Examples have been uploaded on to weebly to ensure all students are clear on these expectations.
Should students require additional support the homework record sheet provides them with guidance on which video tutorials will provide guidance on the skills being assessed. In addition to this students may also attend study every Tuesday or Thursday in C118.
- Create a revision schedule and be strict with yourself.
- Use feedback from your teacher/assessment QLA on which specific areas you need to focus your revision.
- Regular testing on fact retrieval; mathsbot.com.
- Regular practise on variety of topics; corbetmaths.com – 5-a-day.
- Don’t just read about the maths – regular practise and testing yourself will help to deepen understanding.
- Train yourself to read the questions in full, then highlight the key info – scanning will frequently lead to misinterpretation of the question.
- Focus on lots of areas – not just the areas you feel confident with!
- Practice questions in exam conditions.
Try revising with friends – use your expertise to help each other.
Louise Bridges [email protected] (Curriculum Leader)
Avinash Rajput [email protected] (Second in Maths)
Smita Makadia [email protected]
Adam Smith [email protected]
Tabz Sayani [email protected]
Sonal Patel [email protected]
Chris Bradley [email protected]
Zeenat Kokate [email protected]
Jashan Ruparelia [email protected]
Pearl King [email protected]
Victoria Barwell [email protected]
Sunera Nawab [email protected]
Zainab Umarji [email protected]