Mathematics, and the ability to be numerate, are skills that are a necessity for life. The Department aims to provide and develop these skills. This is done in a supportive environment where students are encouraged to learn from mistakes; where challenge allows students to reach their potential, irrespective of their starting point.
Traditionally, Maths has been taught by memorising key facts and procedures, which tends to lead to superficial understanding that can easily be forgotten. At Wellfield High School, we believe that students should be able to select which mathematical approach is most effective in different scenarios.
Maths is a journey and long-term goal, achieved through recall, retrieval, exploration, discussion, incremental practice, and challenges through problem solving and applying knowledge. At each stage of learning, students should be able to demonstrate a deep, conceptual understanding of the topic and will be able to build on this over time.
The ‘deep’ and ‘deepest’ levels are what we are aiming for by teaching maths using a ‘Teaching for Mastery’ approach.
Mathematics Subject Staff
|Miss Dunbavand||Lead Practitioner of Maths|
|Miss McDade||Head of Learning Support and Teacher of Maths|
|Miss Cattanach||Teacher of Maths|
Key Stage 3 Mathematics
At KS3 we follow the ‘White Rose Maths’ scheme of work which has been designed with ‘Teaching for Mastery’ in mind. Each half term is split in to smaller blocks that ensure students spend enough time getting a deep understanding of the work. In addition to this, the scheme uses interleaving topics as a key element. For example, Year 7 starts with algebraic thinking, which is then continually used throughout the year to reinforce and extend their knowledge further.
Key Stage 4 Mathematics
At KS4, we follow the Edexcel syllabus for Maths. Students are expected to put into practice the skills, and facts, they learned at Key Stage 3 to develop and consolidate their abilities to discuss, interpret, describe and solve problems and present reasoned arguments using mathematics. They will continue to learn topics and skills in: Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability and Statistics. Within these areas there is a greater emphasis on independent and collaborative learning. Students will continue to develop their skills in multi-step and increasingly complex problem-solving questions. The aim is to enable students to meet the rigours of the new Mathematics specification, equipping them to succeed in using Maths in other subjects such as Science, Geography, PE, Technology, as well as in their home, and later, their college, university and work lives.
“Pure Mathematics is, in its own way, the poetry of logical ideas."Albert Einstein
Teaching and Learning
In line with Endeavour Learning Trust, the faculty has the following aims:
- To provide outstanding education at the heart of the community
- To encourage every individual to become the best that they can be
- To provide consistently high quality teaching which places the learning of the individual at the heart of school life.
- A focus on ‘teaching to the top’, and providing ‘scaffolding’ where appropriate. Teaching should be planned for ‘stretch and challenge’ and delivered with high expectations for excellent ‘behaviour for learning’ and for developing oracy.
- To have a total commitment to providing a caring environment, where everyone feels safe and valued
Faculty Marking and Feedback Guidelines
Individual subjects have autonomy in using the style of feedback that is the most appropriate for students within their classes. These should be used in conjunction with the whole school guidelines – to move students on in their learning and to encourage rigour, stretch and challenge. At KS3 students have one exercise book where assessments and other key pieces of work are marked in line with these guidelines. At KS4 students have a book or folder for classwork/notes and one book for assessment/exam style questions. Where possible, students in both KS3 and KS4 will have a mid-unit and end of unit assessment with more detailed marking. A range of marking and feedback styles are used within the faculty including:
- Verbal Feedback/live marking/differentiated questioning
- Written Feedback (where necessary and appropriate)
- Peer and Self-Assessment
- Whole Class Feedback in the form of crib sheets, checklists, modelling or coded marking, highlighting good practice and allowing students to redraft, complete another task or apply to future tasks.
- Individual Feedback in the form of written comments, highlighting work, live marking within the classroom and verbal comments can be done on a 1-2-1 basis during the course of a lesson.
- Online feedback via Moodle / Showbie / Google classroom (these should adhere to the principles of written feedback as above).
- Marking for Literacy (SPAG)
- High expectations for presentation and pride in work is also key within the faculty. It is worth noting, however, that comments about this should not replace feedback about the subject, the work completed and the students’ next steps in learning.