'I can do all things with the help of God who strengthens me.' Philippians (4:13)

Mathematics


Intent

The intent of the Saint Edmund’s mathematics curriculum is to develop independent and competent mathematicians who are able to apply their skills in any occupation or activity they choose later in life. We aim to create a confidence with numeracy and an ability to make reasoned financial decisions and strive to demonstrate the inherent joy in tackling challenging problems and finding a satisfying solution.

Our curriculum is designed to meet the aims of the national curriculum and help learners:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation

The curriculum is planned and contributed too by all specialist maths teachers in the department. Lessons follow a consistent and successful model based around the principles of TEEP and contain opportunities for adapted teaching strategies throughout. Series of lessons will be linked together into units and progress will be reflected on and checked against Wilfs throughout. All lessons follow an “I do, we do, you do” structure, with every modelled example followed by a mini-whiteboard activity to check understanding and then independent practice to embed/extend the learning.

Year 7, 8 and 9 follow a spiral style curriculum, starting with the fundamentals before moving to more advanced content, always linked to the appropriate level of ability for the learner. Each term’s curriculum contains catch-up/extension opportunities to give teacher’s flexibility to spend more time delivering a topic if necessary or extend the learning further.

As a department we are interested in the forgetting curve and the research surrounding it, implementing strategies to reduce the deterioration of hard-won knowledge where possible using spaced recall. To this end every lesson begins with a starter challenging recall of the preceding lesson, end of unit assessments force recall of recently taught material, problem solving sessions encourage recall and application of several skills taught over the last month and termly assessments bring recall of the previous 3 months of learning together. Interspersed within these will be homework tasks on the more prominent skills, completed using an electronic platform, where St Edmund’s is the top 1% of schools for providing feedback to students.

We are a reflective department and organically adapt our delivery overtime; the KS4 and KS3 curriculums are regularly reviewed and lessons/curriculum time adapted based upon pupil performance as we push to maximise the progress of all our learners.

Outcome

Below are the results for the Mathematics GCSE from the last 4 academic years, each year our cohorts perform above the national average.

Grade

9

8

7

6

5

4

3

2

1

St Edmund's

2021*

9.4

22.4

40.1

56.8

71.4

84.9

92.2

97.9

100

Difference

+4.6

+10.8

+19.5

+26.1

+22.7

+15.7

+9.1

+5.1

+1.6

National

 

4.8

11.6

20.6

30.7

48.7

69.2

83.1

92.8

98.4

St Edmund's

2020*

8.3

15.2

27

50.5

68.1

86.8

94.6

98.5

100

Difference

+4.1

+4.8

+8.1

+21.5

+22.6

+20.4

+10.3

+3.8

+0.7

National

 

4.2

10.4

18.9

29

45.5

66.4

84.3

94.7

99.3

St Edmund's

2019

5.7

13.8

19.5

37.1

61

79.9

89.9

96.2

98.7

Difference

+2.8

+5.3

+3.6

+12.2

+21.3

+20.3

+11.7

+5.4

+1

National

 

2.9

8.5

15.9

24.9

39.7

59.6

78.2

90.8

97.7

St Edmund's

2018

4.2

9.6

19.2

32.3

60.5

83.2

91

97.6

100

Difference

+1.3

+1.3

+3.5

+7.2

+20.2

+23.5

+12.7

+6.5

+2.3

National

 

2.9

8.3

15.7

25.1

40.3

59.7

78.3

91.1

97.7

 

However, the results we are most proud of as a department are our progress scores, these show on average how much more progress was made within our school compared to other similar students nationally. A score of 0.5 would mean students did half a grade better with us than students across the country.

Year

Progress Score

2021*

+0.76

2020*

+0.61

2019

+0.42

2018

+0.47

 

*2021 and 2020 we based of centre assessed grades.

 

Key Stage 3 (Year 7 - 9)


The Saint Edmund’s KS3 curriculum builds upon the excellent teaching and progress students receive from our primary feeder schools. It aims to push the students to achieve above traditional expectations, moving learners who are broadly in line with the age related expectations to learners who are above age related expectations. We ensure that the entire K3 curriculum is delivered at the appropriate level for each learner. You can see the scheme of work which we follow in the KS3 Curriculum Map.

 

Year 7 – Spring Term

The first half of this term pupils will be learning about Fractions, percentages and decimals as well as Probability.

Within Fractions, percentages and decimals, they will learn how to convert between fractions, decimals and percentages as well as how to order them. They will also learn how to calculate with fractions and mixed numbers, find a percentage increases and decreases with and without a multiplier. Finally, they will be learning about the probability of events happening both theoretical and experimental.

The second half of this term pupils will be learning about Proportional reasoning and graphs.

They will be learning about sharing amounts in a given ratio as well as simplifying ratios. Some will learn how to scale up recipes and calculate the best cost of an item. Finally, they will be learning how to plot different linear graphs, and some will be learning how to plot quadratic and cubic graphs.   

With all the topics the pupils will be applying their knowledge to problem solving, applying it to real life scenarios and cross curricular.  

 

Year 8 – Spring Term

The first half of this term pupils build upon the Year 7 spring term topics of Fractions, percentages and decimals as well as Probability.

They will consolidate Year 7 skills and then understand interest rates and some will be able to find the original amount after a percentage change. Finally, they will be learning about the probability of events happening both theoretical and experimental, some will learn about probability trees.

The second half of this term pupils build upon the Year 7 spring term topics of Proportional reasoning and graphs.

They will be learning about how to scale up recipes, calculate the best cost of an item and proportion. Some will learn about proportion in more depth with looking at indirect proportion. Finally, they will be learning how to plot different linear, quadratic and cubic graphs. Some will be able to derive the equation of a linear graph, plot harder quadratic graphs and solve simultaneous equations graphically.

With all the topics the pupils will be applying their knowledge to problem solving, applying it to real life scenarios and cross curricular.  

Key Stage 4 (Year 10 - 11)

Exam board: Edexcel    

Specification: 1MA1

Tiers of entry: Higher and Foundation

Exam: 3 papers, each 33.3% of total grade. 1 paper completed without a calculator, 2 completed with a calculator.

 

All the content within the specification is covered to the appropriate level of the students, whether they are Foundation or Higher tier students. Typically, the final half-terms of Year 11 are spent using high quality exam preparation resources and supporting revision.

The overview of topics taught, beginning in Year 10, can be found below:

Foundation:

Unit

Title

Estimated hours

1

a

Integers and place value

3

b

Decimals

4-5

c

Indices, powers and roots

4

d

Factors, multiples and primes

3

2

a

Algebra: the basics

4

b

Expressions and substitution into formulae

3

3

a

Tables, charts and graphs

8

b

Pie charts

3

c

Scatter graphs

2

4

a

Fractions, decimals and percentages

8

b

Percentages

4

5

a

Equations and inequalities

8

b

Sequences

3

6

a

Properties of shapes, parallel lines and angle facts

6

b

Interior and exterior angles of polygons

3

7

 

Statistics, sampling and the averages

6

8

 

Perimeter, area and volume

6

9

a

Real-life graphs

5

b

Straight-line graphs

4

10

 

Transformations

5

11

a

Ratio

5

b

Proportion

4

12

 

Right-angled triangles: Pythagoras and trigonometry

6

13

 

Probability

10

14

 

Multiplicative reasoning

7

15

a

Plans and elevations

2

b

Constructions, loci and bearings

7

16

a

Quadratic equations: expanding and factorising

5

b

Quadratic equations: graphs

4

17

 

Circles, cylinders, cones and spheres

6

18

a

Fractions and reciprocals

5

b

Indices and standard form

5

19

a

Similarity and congruence in 2D

7

b

Vectors

7

20

 

Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations

5

 

 Higher

 

Unit

Title

Estimated hours

1

a

Calculations, checking and rounding

2

b

Indices, roots, reciprocals and hierarchy of operations

2

c

Factors, multiples, primes, standard form and surds

6

2

a

Algebra: the basics, setting up, rearranging and solving equations

8

b

Sequences

3

3

a

Averages and range

4

b

Representing and interpreting data and scatter graphs

5

4

a

Fractions and percentages

7

b

Ratio and proportion

4

5

a

Polygons, angles and parallel lines

3

b

Pythagoras’ Theorem and trigonometry

5

6

a

Graphs: the basics and real-life graphs

4

b

Linear graphs and coordinate geometry

4

c

Quadratic, cubic and other graphs

4

7

a

Perimeter, area and circles

5

b

3D forms and volume, cylinders, cones and spheres

6

c

Accuracy and bounds

3

8

a

Transformations

4

b

Constructions, loci and bearings

5

9

a

Solving quadratic and simultaneous equations

8

b

Inequalities

2

10

 

Probability

7

11

 

Multiplicative reasoning

7

12

 

Similarity and congruence in 2D and 3D

6

13

a

Graphs of trigonometric functions

3

b

Further trigonometry

7

14

a

Collecting data

1

b

Cumulative frequency, box plots and histograms

7

15

 

Quadratics, expanding more than two brackets, sketching graphs, graphs of circles, cubes and quadratics

10

16

a

Circle theorems

5

b

Circle geometry

2

17

 

Changing the subject of formulae (more complex), algebraic fractions, solving equations arising from algebraic fractions, rationalising surds, proof

12

18

 

Vectors and geometric proof

6

19

a

Reciprocal and exponential graphs; Gradient and area under graphs

6

b

Direct and inverse proportion

3

Useful links:

Website for our exam board, Edexcel, which contains a link to the Mathematics GCSE specification we follow:

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

Our electronic homework website:

https://hegartymaths.com/

Useful Resources

Name
 Curriculum Map 2020-21.pdfDownload
 Edxecel Specification.pdfDownload
 Mathematics KS3.pdfDownload
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Resources

Students are expected to supply their own calculator and should purchase one before starting at Saint Edmund’s Catholic School. We provide books, homework and all additional resources necessary for the successfully achievement of the learners in our charge.