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.
• Become life-long independent learners!

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

 

Implementation

The Mathematics Department gathers formative and summative evidence of each of our pupil's knowledge, skills and understanding of mathematics to form the basis for
providing the best learning opportunity at Clare Mount. Departmental policies and schemes of work are annually reviewed to provide updated, high-quality teaching and learning opportunities for all pupils. We currently utilise the nationally renowned White Rose primary and secondary programmes of study.
We value the contribution of every pupil and encourage their moral, social and cultural development and the increase in cultural capital that subsequently develops.

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 and 9 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 6 to 12 pupils.
Each pupil has 4 lessons per week, following schemes of work underpinned by the national curriculum as referenced above and progress is observed, discussed and shared using Clare Mount's mathematics specific "Spectrum Steps", alongside regular topic summative assessments and end of year examinations.

 

 

Years 10 & 11 follow two distinct learning pathways:

Pathways 1 and 2 will both follow a GCSE learning route, with pathway 2 adopting a more nurture/ vocational centred focus, incorporating functional mathematics, alongside Entry Level, GCSE where applicable and Preparation For Adulthood.. 
Set sizes range from 6 to 12 pupils. Pupils are streamed, based on summative data from end of year examinations across the whole curriculum and from ongoing formative assessments, from their subject teachers. 
Each pupil has 4 lessons per week in pathway 1 and 3 in pathway 2.

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 the programmes of study.

In addition to the classroom teaching and learning, there is a priority focus on independent learning and study for GCSE. Numerous ICT software platforms support this approach. There are GCSE Intervention Clubs available at lunchtime every day of the week from 12:10pm-12:40pm to suit our students' requirements. Pupils are also encouraged to drop in for staff support, whenever they need extra help 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 academic year .

There will also be an after-school revision opportunity, starting in January each year, if there is sufficient interest

 

Impact

The pre-eminent foci of mathematics teaching and learning at Clare Mount are:

• Enrichment -  Students will achieve aspirational outcomes, born out of high expectations. 
• Enjoyment -  Learning is exciting, stimulating, thought-provoking and curiosity is piqued.
• Engagement -  Willing participation in and a desire to complete and move forward in learning is wholly encouraged and indeed expected.
• Enthusiasm – Be prepared to take a risk outside of the comfort zone of learning, to make optimum progress
• Explanation - Have the assuredness, confidence and educational maturity to relate your thoughts, communicate your ideas and present your arguments.
• Experienced -  Mastering mathematical skills with consistency, persistency, fluency and accuracy is the overarching outcome to be pursued.
• Enfranchised - Nurturing a keen, fully-developed sense of self-worth. Feeling valued as an individual, suitably armed with the necessary transferable skills at the required level to learn successfully, beyond Clare Mount.

Clare Mount has high standards, expectations and aspirations for its school teaching and learning provision, pastorally and academically. Mathematics is a core part of the holistic delivery for our students. We aim high and strive to facilitate optimum outcomes for all. Life-long independent learners is our ultimate aim. The school examination results, the Mathematics department's individual outcomes and all our OFSTED inspection reports bear testimony to this all-encompassing desire.