Mathematics

Entry Level Maths ↓    GCSE Maths ↓    AS & A Level Maths ↓

INTENT

For Entry Level Certificate (ELC) Mathematics at Edith Kay School, we follow the AQA specification. This qualification is helpful for our students to prepare for GCSE. The component-based structure of the qualification provides our students with the opportunity to work in short programmes. There are eight components:

• 3.1 Component 1: properties of number
• 3.2 Component 2: the four operations (calculator not allowed)
• 3.3 Component 3: ratio
• 3.4 Component 4: money
• 3.5 Component 5: the calendar and time
• 3.6 Component 6: measures
• 3.7 Component 7: geometry
• 3.8 Component 8: statistics

This qualification is linear, where students submit all the eight components that form the assessment at the end of this course.

Implementation

At Edith Kay School ELC lessons are interactive, challenging and fun – with all students fully engaged. There are plenty of maths resources available for our students to help picture abstract maths concepts in the real world, including:

• Play money
• Abacus for counting and number sense
• Spheres, prisms and other shapes for geometry
• Base ten building blocks, number lines and clocks
• Small objects like gummy bears, buttons or rocks for pattern making. Flashcards for subtraction, addition, multiplication and division facts or other maths vocabulary terms.

Impact

Each student will complete a portfolio containing all of the eight components of work made up of between four and eight external assignments. Any remaining components will be made up of internally set classwork.

All components are internally assessed by the teacher and then moderated by AQA. Each component is marked out of 30, giving a total mark out of 240 for the whole portfolio. The outcomes are awarded from level 1 to level 3.

INTENT

• Number
• Algebra
• Ratio, proportion and rates of change
• Geometry and measures
• Probability
• Statistics

Pupils also continue to develop their skills in using and applying mathematics by completing investigations and Maths challenge questions. All pupils are exposed to work that extends and enriches the curriculum beyond the normal GCSE, including Further Maths and A Level topics. Functional Skills Level 1/Level 2 can be studied as an alternative to GCSEs. This is particularly ideal for people who could not achieve a grade 4 at GCSE

Implementation

At Edith Kay School, pupils will master concepts at their own level of understanding and pace. Those who grasp concepts quickly will move on to secure and deepen their understanding sooner, whilst students who are not sufficiently fluent yet will consolidate their understanding with additional practice and support.

Each lesson follows our four stages:

• Emerging – where students practice their understanding of the concept.
• Developing – where questions challenge how embedded the concept is, both in familiar and unfamiliar contexts.
• Securing – addressing, and identifying misconceptions are key components of these activities. Questions include: True or False? Always, Sometimes, Never. Convince me. What is it? What is it not? Odd One Out.
• Mastering – where understanding of the concept is applied through problem-solving.

Gaps in previously taught content may also be addressed for individuals.

Impact

The progress that pupils make over time is clear evidence of the impact of teaching and learning.

At Edith Kay School, the Maths Curriculum is measured by a combination of formative assessment:

• Discussions
• Questioning
• Resourced activities
• Independent tasks

and summative assessment carried out at the end of each topic. 

INTENT

Sixth-form pupils at Edith Kay School study the Edexcel AS and A Level Mathematics and Further Mathematics specification.

KS5 is split into Mathematics and Further Mathematics, both of which are further split into Core and Applied topics. The complexity of study increases, and students engage with new mathematical concepts and methods, such as the binomial theorem.

KS5 invites pupils to enhance the breadth and depth of their mathematical knowledge covering pure math, mechanics and statistics with a deeper emphasis on developing and assessing reasoning, problem-solving skills and modelling.

A Level Mathematics challenges pupils to gain mastery in their subject in order to fully develop the skills required to study Mathematics, in any sense, at higher education.

A Level Further Mathematics course is broader and deeper than A-level Mathematics and introduces new mathematical concepts that have wide applications in engineering, physical sciences, economics and computing.

Implementation

At Edith Kay School, we implement our curriculum through using a variety of teaching approaches and tasks:

• Thorough course planning and schemes of work
• Assessing students’ prior understanding
• Address misconceptions and holes in GCSE knowledge
• Providing strong foundations for the next stage of their mathematical journey
• Support for problem-solving, modelling and large data sets.
• Preparing for exams through past papers and mock tests to identify the topics and skills where further learning is required.and summative assessment carried out at the end of each topic. 

Impact

The A-Level examinations are made up of three papers:

• Paper 1: Pure Mathematics 1
• Paper 2: Pure Mathematics 2
• Paper 3: Statistics and Mechanics

Students must complete all assessments in May/June in any single year. This allows our students to find an apprenticeship or go on to further education.