# Mathematics Department

### KS3 Maths

During Key Stage 3 (Years 7 to 9) pupils are taught Mathematics for 4 lessons per week, each of which lasts for 50 or 55 minutes. All maths teaching staff aim to make their lessons as practical, engaging and as relevant to real-life as possible.

Most pupils will follow a programme of study derived from the objectives of the National Curriculum (2014) across Key Stages 1 to 4, depending upon their ability. Topics are split into different Units of Work across the academic year, with each unit of work being equal to one half term.

These units are designed to be built upon year-on-year, for example, a pupil who studies Unit 1, Number and Calculation, at a particular level in Year 7 will again study that area of Mathematics in Year 8, but at a more demanding level, and so on.

### KS4 Maths

At Key Stage 4, students begin to work towards obtaining external accreditations at the end of Year 11.

There are currently a variety of possible qualifications that pupils may be entered for. These include standard Entry Level Mathematics qualifications, “Functional Skills” qualifications from Entry Level 1 to Level 1, which encourage pupils to utilise mathematics and numbers in “real-life” situations and contexts, and also GCSE Mathematics on the new 9 to 1 grading system for our most able pupils.

All Entry Level qualifications are assessed via internal examinations and assessments which are marked by Crosby High School staff according to published mark schemes and following strict guidelines governing internal verification and quality assurance. A sample of these assessments are also scrutinised by external moderators from the relevant exam boards before pupils can be awarded the qualification. Level 1 and GCSE qualifications are externally marked.

Accreditations |
Description |

Unit accreditation scheme (UAS) |
Pupils for whom completing a full qualification assessed via written assessments may prove too challenging may nevertheless gain credit for work completed in Mathematics lessons by receiving certificates for independent classwork submitted to the exam board by their teacher. |

Entry Level One Functional Skills |
This accreditation focuses on basic numeracy skills such as counting, ordering, comparing, doubling and halving, addition and subtraction; the properties of 2D and 3D shapes, reading information from simple tables and charts and measuring by reading basic scales using simple equipment. |

Entry Level Two Functional Skills |
Entry Level 2 builds upon Entry Level 1 content. It requires students to apply the mathematics they have learned. For instance, they must begin to choose the mathematical operations they must use to solve simple one-step, real-life problems. They must be able to calculate with measures and money, and recognise number patterns including odd and even numbers. |

Entry Level Three Functional Skills |
Entry Level 3 builds upon Entry Level 2 content. To achieve Entry Level 3, pupils must be able to select the mathematics they need to use to solve problems using all 4 operations, use simple fractions, know the properties of 2D and 3D shapes, use and be able to convert between common metric measurements such as cm and mm, and tell the time in 12- and 24-hours. |

Level 1 Functional Skills |
Level 1 Functional Skills Mathematics sits within Level 1 of the Regulated Qualifications Framework, or RQF. This is the same level as Foundation GCSE Mathematics, although the Functional Skills qualification is smaller in "size", or number of credits, than a Foundation tier GCSE. This is because the Level 1 qualification focuses on a less broad range of mathematical facts and skills, focusing instead on key skills for life, post-16 education and the world of work. The Level 1 course focuses not only on key numeracy skills for life, but also requires pupils to select the mathematics they must use to solve longer and more complex multi-step questions, where often several different areas of mathematics are covered by one task. Topics within Level 1 Functional Skills Mathematics include calculating with the four operations, decimals, fractions, percentages, ratio, interpreting tables, charts and graphs; probability, and shape including drawing and interpreting geometric plans and the calculation of simple areas and perimeters (e.g. rectangles). |

GCSE Mathematics (9-1) |
The most able pupils at Crosby High School may have an aspirational target of achieving a Mathematics GCSE at Foundation tier under the new 9-1 grading framework. This framework was introduced for first teaching from 2015 with the first examinations taking place in Summer 2017. The new GCSE specifications represented a marked increase in the level of challenge across all tiers of the GCSE along with a new grading framework using the numbers from 1 to 9, with a Grade 1 roughly equivalent to an old Grade "G" and a Grade 7 roughly equivalent to an old Grade "A". The Foundation tier of exams allow the awarding of Grades 1 to 5, with grade 5 roughly the equivalent of high Grade "C" under the old grading system. Success at GCSE Mathematics requires the mastery of a broad range of concepts and the memorisation of a multitude of facts relating to many different mathematical topics. Topics include: number, algebra, proportion and rates of change, geometry and measures, probability and statistics. At Crosby High, when we teach GCSE we currently follow the AQA Specification for GCSE Mathematics. |

In the Mathematics Department, we aim to give our pupils the competence to be numerate and the confidence to apply their skills. In Mathematics, as with all subjects at Crosby High, pupils benefit from small class sizes and a high level of teacher and teaching assistant support. In most lessons, tasks and activities are further differentiated in order to meet the needs of individual pupils or small groups of pupils.

### Interventions

Termly target tracking and monitoring ensures that any pupils who may be struggling in Maths can be identified and offered further support where required.

Support in the form of interventions may be provided in several different ways:

- Informal additional in-class support given by the class teacher or teaching assistant.
- More structured support through individual small group sessions outside of the classroom with the class teaching assistant.
- The use of online packages purchased by school (e.g. Symphony Maths).
- Formal ‘Catch-Up Numeracy’ sessions, arranged and delivered by the school Catch-Up Numeracy and Literacy team.