Mathematics equips students with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all students when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections. Students who are functional in mathematics and financially capable are able to think independently in applied and abstract ways, and can reason, solve problems and assess risk” National Strategy
At Bradford Academy our vision is to ensure that:
- All lessons well planned and effective so that all learners enjoy and achieve.
- Learning is personalised so that all make progress and activities differentiated to meet the needs and interests of all learners.
- Mathematical thinking is understood by all as a tool for the workplace and for personal decision making, for many as a stepping stone to the worlds of business and finance, engineering, technology and economics.
- Mathematics to stimulate moments of pleasure and wonder and to be appreciated for its own sake as well as a tool for problem solving.
By ensuring that ‘Every learner is known, valued, and understood ‘ our vision is that all become successful learners, confident individuals and responsible citizens: functional in mathematics and financially capable.
The mathematics department and year 11 students at Bradford Academy are once again celebrating after receiving their excellent mathematics results in the summer, with 61% of the students in Year 11 achieving A* – C grades so far. The A-Level results were also fantastic with many learners going on to further education.
|S.Gill||Teacher of Mathematics, Lead Practitioner and Associate Assistant Principal|
|R. Ali||Teacher of Mathematics, KS4 Achievement Leader / Lead Practitioner|
|D.Fox||Teacher of Mathematics, Head of House|
|S. Cavadino||Teacher of Mathematics and KS5 leader|
|E. Flower||Teacher of Mathematics|
|R. Morrell||Teacher of Mathematics, Post-16 achievement leader and whole school attendance|
|C. Smith-Lynch||Teacher of Mathematics and Business|
Quality First Teaching and Learning
All teachers complete Summary Planning for every lesson. The structure follows a ‘Check-in’, ‘Check-up’ and ‘Check-Out’ model. For an efficient use of teacher time, planning is usually completed on Activstudio slides or powerpoint slides
- Clear objectives and success criteria to demonstrate Good and Outstanding progress.
- Effective planning based on solid understanding of students’ contexts and data
- Varied activities that match to learners learning preferences and interests
- Assessment for Learning activities to ensure that students take increasing responsibility for their own learning
- Differentiated teaching to enable all learners to progress at a pace appropriate to them – Support and Extension
- Flexible arrangements that provide variety and different learning experiences (Includes team teaching)
- Opportunities to link mathematics with real life problems to solve so that learners can see the application of mathematics in their own lives.
- A literacy focus – students understand the key vocabulary and mathematical talk is encouraged
- Developing independent learners –students know how they are doing and how to make further progress.
- Good relationships in a positive learning environment where success is praised and students feel safe and can enjoy and achieve
Target setting and tracking
Progress of Learners in mathematics is assessed regularly.
- Short, medium and long term target setting so that learners are aware of what they need to achieve to be successful in this lesson, this module and this year. Developing a more structured approach to curricular targets so that standards are raised and achievement is driven.
- Regular reference to GCSE grades and NC Levels so that learners understand the criteria which they have to succeed at
- All student progress tracked to ensure that those not making good progress are identified and intervention is planned
- Developing use of ICT (including mymaths.co.uk) as an additional tool for progress tracking
Effective use of summative assessments prior to whole school PUR system to ensure levels are moderated across the area.
- Short term – Effective plenaries with regular use of exam style questions and developing use of strategy materials. Clear success criteria for lessons. Use of curricular targets to ensure that learners understand what they are learning and what they need to do to be successful
- Medium term – Assessments that follow a unit of work and incorporate GCSE and SATs questions to familiarise learners with their demands and to inform decisions about PUR
- Long term – rigorous assessment against National Curriculum tests and GCSE exams
- Regular marking and feedback with a focus on the demands of the work, what has been done well and what learners need to do to improve
- Full implementation of the Academy Assessment is for Learning policy
Use of Assessment for Learning strategies such a peer and self assessment and feedback so that learners understand the criteria for success and can support each other to progress
Mathematics – Key Stage 3
At Key Stage 3, the mathematics curriculum is divided into three distinct Programmes of Study within each academic year group; students follow a scheme designed to secure at least two levels of progress across the Key Stage, following either levels 3-5, 4-6 or 5-7+ depending on their starting point from Key Stage 2.
For each scheme there is a set of core objectives which most pupils will meet. In addition to this there are a set of extension objectives for those who are achieving beyond their expected level for the year, while for those who find particular areas demanding support objectives are available.
Most objectives are covered more than once in the academic year and are built upon in subsequent years. Class teachers will always use their professional judgement when planning their lessons and take into account individual learning needs, adapting and modifying learning objectives as necessary.
Maths – Key Stage 4
At Key Stage 4, students follow either a Higher Tier (A*-D) or Foundation (C-G) tier scheme of work. Both Higher and Foundation GCSE are 100% exam based. Pupils sit two exams (Calculator and non- calculator) and can be awarded grades. Questions are written in a functional context and marks are awarded in some questions for explanation and communications.
A-Level Mathematics is a very marketable qualification and fits in very well with all combinations of AS and A2 subjects. It requires a mind that enjoys solving problems and one that can construct a logical argument. Students should have a GCSE Grade B Higher Tier (min) in Mathematics but a higher grade is preferable. The course examines the Pure (Core) and Applied elements of mathematics. At the start of the course, students study Core 1, where they re-visit topics that were first met at GCSE but are then extended with more mathematical rigour. After the first term students are introduced the Calculus, which was developed by Newton in England and Leibnitz in Germany. Algebraic Techniques are further researched. Applied Mathematics uses the techniques developed in Core and use them to solve practical problems such as why things move (Mechanics), how probabilities can be used to test hypotheses (Statistics) and how a postman may decide to organise his route (Decision).
Year 12- AS Mathematics
Core 1 – Coordinate Geometry and Algebraic techniques
Core 2 – Further Algebra, Sequences, Trigonometry and Calculus
Decision Maths – Using Algorithms to solve practical problems
Year 13- A2 Mathematics
Core 3 – Exponentials and Logarithms, Numerical Methods and Calculus
Core 4 – More complex elements of Algebra, Trigonometry and Calculus; Vectors.
Mechanics 1 – Linear Kinematics, Newton’s Laws of Motion and Forces
Year 12 – AS Further Mathematics
Further Pure 1 – Series, Algebra, Curve Sketching, Complex Numbers and Matrices
Statistics 1 – Probability and the Binomial Distribution
Statistics 2 – The Binomial and Normal Distribution
Future Career Opportunities
A recent survey found that those with A-Level Mathematics earned, on average, 10% more than those without a Maths A-Level – perhaps not the main reason for choosing Maths but an interesting statistic. Mathematics A-Level supports many other subjects and is regarded very highly by all university courses and employers. Your A-Level can lead to university courses in Maths, Physics, Engineering, Biology, Accountancy, Business, Sports Science and many more.