Maths

Intent

The mathematics curriculum at Penwortham Priory Academy has been designed to recognise children’s prior learning from each key stage, to build upon this through the application of challenging work which requires pupils to think hard, whilst fostering a classroom environment which allows learners to develop leadership and organisational skills. We provide academic support for each and every child as well as encouraging learners to become increasingly resilient. We do this because we want our pupils to take mathematical risks, to show initiative and to communicate mathematically, in order to best prepare them for the challenges beyond school. High quality academic guidance enables this, and we provide a broad and balanced curriculum that supports pupils’ learning and progression, enabling them to work towards achieving their goals. The curriculum remains as broad as possible for as long as possible. Within the mathematics department we place a high premium on developing the character and culture of pupils to be positive, committed individuals willing to evolve, and show kindness and respect to all.

Knowledge is at the heart of our curriculum and underpins our approach because we are all empowered by knowing things, and by being able to apply what we have learned in varied and new situations. We believe that pupils deserve to know the detail of what they will learn, how this links to the mathematics schema and how this in turn links to other subjects, in order to allow them to have a broader understanding of how the world works. The mathematical knowledge we want pupils to acquire is sequenced and mapped deliberately and coherently and we use strategies such as spaced retrieval practice, low stakes quizzes and plenty of repeated practice for automatic responses and fluency to ensure that concepts are understood, knowledge that has been taught is remembered and it is shown through the skill to apply it to problem solving in and beyond school. We put emphasis on the acquisition and use of a technical vocabulary which enables pupils to communicate mathematically, and facilitate this through teacher talk, concise note taking and applications to real world scenarios.

In addition to the diverse and rich opportunities offered through our teaching, we value opportunities to extend pupils mathematical knowledge via enrichment activities to help them to appreciate mathematics in the wider world.

Teachers of Maths

Mr P Kenrick - Head of Maths

Mr A Sneddon - Assistant Head of Maths

Mr G Evans - Lead Practitioner for Teaching & Learning

Mr A Hunter

Mr T Raynor

Mr S Walker

Lessons

Year 7 - four hours of Maths per week
Year 8 - four hours of Maths per week
Year 9 - four hours of Maths per week
Year 10 - five hours of Maths per week
Year 11 - four hours of Maths per week

Implementation

Key Stage 3 (years 7,8 & 9) – In Key Stage 2 students work to gain a basic understanding of number, algebra, shape and statistics as outlined in the Key Stage 2 national curriculum. In Key Stage 3 they need to broaden their knowledge within these strands as well as explore aspects of each strand in a greater depth in order to gain a better understanding of the most underpinning topics of mathematics. Throughout the course of Key Stage 3 Mathematics at Penwortham Priory students acquire knowledge, develop fluency and learn to problem solve and reason mathematically in various different topics.

In Year 7, students build upon prior mathematical knowledge in numbers and the number system, algebra, ratio and proportion and geometry. Students develop their reasoning skills through challenging problems written in unfamiliar contexts. Lessons will synthesize core learning with rich mathematical tasks that extend where appropriate.

During Year 8, students build upon knowledge learned at KS2 and Year 7, in numbers and the number system, algebra, ratio and proportion and geometry. Students develop their reasoning skills through challenging problems written in unfamiliar contexts. Lessons will synthesize core learning with rich mathematical tasks that extend where appropriate.

During Year 9, students build upon knowledge learned in previous years, in numbers and the number system, algebra, ratio and proportion, geometry, statistics and probability. Students develop their reasoning skills through challenging problems written in unfamiliar contexts. Students are expected to work increasingly independently demonstrating application on concepts learned.

Key Stage 4

Students at Priory study the OCR GCSE in Mathematics J560 at Higher or Foundation tier.

OCR’s GCSE (9–1) in Mathematics provides a broad, coherent, satisfying and worthwhile course of study. It encourages learners to develop confidence in, and a positive attitude towards mathematics and to recognise the importance of mathematics in their own lives and to society. It also provides a strong mathematical foundation for learners who go on to study mathematics at a higher level, post-16.

It emphasises and encourages:

Sound understanding of concepts
Fluency in procedural skill
Competency to apply mathematical skills in a range of contexts
Confidence in mathematical problem solving.

More detail can be found in the documents below.

Maths Curriculum

Maths implementation document

Updated: 21/04/2024 932 KB

Maths curriculum map/journey

Updated: 21/04/2024 592 KB

As from September 2024

What does homework look like in Maths

Updated: 21/04/2024 909 KB

Homework in Maths is completed weekly online via Sparx. Please see attached letter which explains the homework process and the support available.

How we assess in Maths

Students are assessed both in class through the use of mini whiteboards as well as questioning, whereby teachers will actively move around providing assistance.

At the conclusion of the half term, students in Key Stage 3 will complete a written assessment based upon material learned. The assessment will be marked by the teacher and as a follow-up, students will use pinpoint learning to analyse any weak areas, and work on them using 'independent learning' on our homework platform, Sparx Maths.

Students in Key Stage 4 will follow a similar pattern, but with two assessments at the end of each term, those being a calculator and non-calculator paper.

In addition the use of Sparx Maths Homework provides an insight, via ongoing assessment, into which topic areas students struggle with on an individualised basis. The AI within Sparx then provides targeted support to students based upon individual need. At points throughout the week teachers review a selection of homework questions that students have struggled with, providing explanations and understanding on how to tackle them

How We Strive For Quality and Consistency in 'Marking and Feedback' in Maths

Teachers provide verbal and written feedback throughout lessons to help students to understand concepts 'at point of struggle'. When students require help with homework, instructional videos are provided as well as the option to ask for help from staff at any point as well as via Microsoft Teams.

When students complete an exam paper in a formal setting, staff mark collaboratively to provide quality and consistency.

How We Promote Reading in Maths

In addition to reading questions provided in class as well as for homework, reading is promoted through the use of mathematical comprehensions which discuss the history and applications of maths in the real world. Staff read the text aloud with students, discuss unfamiliar words, and ask students to answer questions based upon the text which are later reviewed.

Cultural Capital Opportunities in Maths

Students take part in Pi day activities annually where they learn about the history and applications of Pi.

Additionally selected students complete mathematical enrichment opportunities such as the UKMT challenge, Lancaster University School of Maths (LUSoM) challenge and the Runshaw College challenge. In 2023 our students won the LUSoM challenge and were runners up in the Runshaw College challenge; in 2024 Priory students won the prestigious Runshaw College challenge, beating twenty other teams.

How Our Maths Curriculum Supports Careers Education

Careers related to maths are discussed in class with students and we promote the further studying of maths at college and beyond. There are careers walls in the department which provide students with ideas about how maths can take them further.

Attainment and Progress (national tests and assessments)

2024 GCSE Maths Outcomes

Subject	9 - 7 %	9 - 5 %	9 - 4 %
Mathematics	15	51	72

Extra curricular clubs

Sparx homework club - every Monday after school in IT2. Maths teachers will be on hand to help students complete their weekly Sparx Maths homework
Further Maths GCSE sessions - Students in Year 11 have the opportunity to study for an extra GCSE. This is a particularly beneficial GCSE for those intending to study Maths at A-Level

Trips and visits

Maths City, Leeds - A number of students enjoyed a visit to Maths City, where they took part in a range of interesting extra-curricular Maths
Runshaw Maths Challenge - Runners up in 2023 and champions in 2024, our students strive to be some of the best in the local area
LUSoM Maths Challenge - Champions in the inaugural 2023 competition

Guest speakers and workshops

GCHQ - Encouraging girls into cyber security session provided a useful insight into how Maths and computing could take students further

Specialist programmes

Lancaster University mathematical enrichment course - Offered to students aiming for the highest grades, this course runs on selected Saturday mornings in the Autumn term