Mathematics

                    Mathematics 

At Clare Mount, mathematics provides a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and tackle a range of practical tasks and real life problems.
We provide a stimulating, but safe, learning environment, where clear communication and demonstration of ideas and skills is a priority for teachers and pupils.

Our mission is to enable students to:
Develop an appreciation and enjoyment of mathematics itself and have an understanding of its role in our society.
Be aware that mathematics provides students with a useful tool with which to explain and understand, experience cross-curricular themes, develop transferable skills which will enhance the quality of their education.

Learn to formulate problem solving strategies.

Apply mathematics in a functional, practical, real-life way.

Our subject tag-line is:      m@ths=life!

The Mathematics Department gathers evidence of each pupil's knowledge, skills and understanding of numeracy to form a basis for a Numeracy Target which is written on the pupil's individual education plan (IEP). This is revisited twice a year.
Departmental policies and schemes of work are annually reviewed to provide updated, high quality teaching and learning opportunities for all pupils.
We value the contribution of every pupil and encourage their moral, social and cultural development and the increase in cultural capital, that subsequently develops.

Clare Mount mathematical learning with ICT:

The Mathematics Department employs a range of tailored, interactive, mathematical computer software including: Corbett Maths secondary & primary, Maths Genie, Numeracy Workout and Mymaths Primary and Secondary.

Passwords:

 Mymaths:

Secondary/Primary

School login: claremount or claremountprimary

Password: See student diaries!

Mymaths link

Numeracy Workout: 

School login: claremount

Password: Ask students!

https://numeracyworkout.co.uk/

Years 7 & 8
Year 7 are taught in their form groups and predominantly in their base classrooms, in order to facilitate a smooth transition from Year 6.

 Year 8 are streamed academically at the start of Year 8, based on summative tests taken at the end of Year 7, alongside formative assessment information from their class teacher.  

Set sizes range from 5 to 10 pupils.
Each pupil has 4 lessons per week, following schemes of work underpinned by the national curriculum and progress is observed, discussed and shared using Clare Mount's mathematics specific "Spectrum Steps".

The Department utilises Oxford Framework Mathematics, a nationally recognised resource alongside Corbett Mathematics, which has video clips to accompany workbooks and solution booklets too!

 Our Teaching and Learning philosophy incorporates functional numeracy and problem solving opportunities wherever possible, using an "Active Learning" model for work, both inside and outside the classroom.

Entry Level/GCSE - (Years 9 - 11)
Years 9/10 & 11 have 4 mathematics sets.
Set sizes range from 6 to 10 pupils.

Pupils are streamed, based on summative data from end of year examinations and from ongoing formative assessments, from their subject teacher. 
Each pupil has 4 lessons per week in Year 9, 10 and also in Year 11.
Pupils in sets 2 - 4 initially follow externally accredited work at Entry levels E1 to E3, within the AQA award body specifications. They then progress to GCSE learning.

There are three GCSE examination pathways for our students, to enable the greatest differentiation opportunities, whilst providing the highest and most aspirational learning outcomes. The links below show the pathways the students can follow.
Our GCSE examination candidates follow the EDEXCEL Foundation level GCSE (Grades 1-9), which leads to 3 written examinations in May /June of each academic year (2 calculator, 1 non-calculator) for Year 11.

If students are capable, the Higher pathway will be facilitated, by additional extension opportunities that are referenced in our programmes of study.

Set 4 follow Entry Level schemes of work in Year 9 and 10, then Functional Skills Entry Level in Year 11.

In addition to the classroom teaching and learning, there is a priority focus on independent learning and study for GCSE.

There are GCSE Intervention Clubs available on every day of the week to suit our students' requirements. Pupils are also encouraged to drop in for staff support, whenever they need extra help, at lunchtimes and to access support in Numeracy Form time, during the week.

Year 10 undergo two GCSE practice examinations in June each year and Year 11 complete their mock GCSE examinations in January each year .

There will also be an after-school revision opportunity, after the mock examinations are completed, if there is sufficient interest!

Click below for GCSE/ ELC specifications for your student

Website addresses for relevant sites mentioned can be found below in curriculim area.

https://whiterosemaths.com/homelearning/

In addition there is the Oak National Academy, which has a myriad of teaching and learning resources, specifically developed to aid home learning during lockdown:

Check it out if you need extra!

https://www.thenational.academy/

Keep learning, keep safe!

Mr Blessing (Mr B!)

Head of Mathematics and Numeracy

Mathematics Intervention & support:

There is a KS3 Homework Club on every day in S4 from 12-12:30pm with Mr Allkins.

GCSE Intervention Club is scheduled, as on the A4 timetable below. This is a "Drop-in" opportunity available, aimed at providing guidance, support and reassurance to our GCSE candidates.

Where and when possible, there will be an after-school revision opportunity for our students taking GCSE examinations in November 2022 and/or June 2023.

The following websites are recommended for support in student learning:

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

https://corbettmaths.com/

https://mathsgenie.co.uk/

https://mathsmadeeasy.co.uk/

https://www.examsolutions.net/gcse-maths/

After - school intervention support

We will be starting Intervention after school in January 2023

Here is the information letter and provisional timetable for GCSE mathematics

Examination Results (Last 8 years): 

June 2016:

This was the last entry for the old GCSE syllabus and we entered our top 2 sets and a grade C and D were achieved!

82% of those entered achieved a GCSE pass grade.

There was a 100% pass rate for all of those in Year 11 who did the AQA Entry Level qualification, instead of the GCSE examination.

In Post 16, a grade C and D were also achieved and there was a 100% pass rate, overall, for those resitting their GCSE.

Entry Level Functional skills was taken and passed by all those who had secured Level 3 in their Entry Level in Year 11.

June 2017:

We entered the top 2 sets plus one student from set 3 for the new GCSE specification.

There was a 100% pass rate, including a grade 4 and a grade 3.

There was also a 100% pass rate for the AQA Entry Level qualification.

 In Post 16, 2 grade C's and a D were also achieved and there was a 100% pass rate, overall, for those resitting their GCSE.

Entry Level Functional skills was taken and passed by all those who had secured Level 3 in their Entry Level in Year 11.

June 2018: See report below.

June 2019: See report below.

Examination result documents - summer 2023

Key Stage 5 (Post 16)
Each pupil has 3 lessons allocated per week.
Pupils can follow a GCSE Foundation level pathway, if they are either resitting their examinations and have a credible opportunity of matching, or improving, their outcome, or are attempting to secure a GCSE grade for the first time.

Those who have yet to achieve AQA Entry Level 3 will be given tailored support to enable them to have the optimum opportunity for this to occur, where feasible. 

Students who do not fit the above pathways will have the chance to explore mathematics and numeracy in a practical and meaningful way, utilising Edexcel's ELC/ Level1 & Level 2 Functional Skills courses, as appropriate. Alternatively they may pursue a pathway where the work focuses primarily on the application of mathematics skills/numeracy previously learnt, with a particular focus on number, measures, money, time and problem solving.

"Spectrum steps" - Progression steps in mathematics:

We are employing an academic progression model template, prior to GCSE studies, as Clare Mount utilises a generic spectrum progression approach to "life without levels". Please view our documents below for our "Spectrum steps" in mathematics.

We are adopting and modifying Pearson Education's 12 steps philosophy to the new GCSE programme of study and have produced a progress measures matrix to guide and inform our teaching and learning.

There are also display posters for individual skills audits for students to clarify their level of understanding.

In addition, we are exploring "Growth Mindset" as an area to enable students to improve on their performances. 

"Cultural capital is also referred to where possible.