Staff

Mr P Bruce, Head of Maths
Mrs D Papprill
Mrs H Ainsworth
Mr T Gillbanks, Deputy Headteacher
Mr I Hebden
Mrs A Myers
Mr M Webb-Sear

Setting

Year 7 students are currently put into Maths sets from the start of the year based on their KS2 results from primary school. For the rest of Year 7, students are taught within these sets. However, these sets are not rigid and there is sometimes the possibility for students to move sets throughout the year, if appropriate. In Years 8,9 and 10 a similar approach is taken using the results of end of year tests alongside their teacher’s professional judgement. Students tend to stay with the same set, and therefore teacher, throughout Years 10 and 11 to provide continuity.

Years 7 and 8

In Years 7 and 8, the year group is split into two parallel halves with four sets in each. All sets, except the support group(s) are taught from the same scheme of learning. This allows for fluidity between classes if required. The teacher will differentiate the content as appropriate.

During Year 7, students will study six topics, and in Year 8 they will study seven. Each topic has a ‘check in’ test which assesses what students already know and what needs to be learnt. Lessons and homework will then be based around these formative assessments to ensure each student makes significant progress from his or her starting point. At the end of the topic, students will sit a ‘check out’ test which will highlight the progress made within the unit.

Students undertake one summative assessment at the end of each year, which is used to contribute to setting decisions for future years.

The support group(s) will follow the same set up but will complete a scheme of learning over three years rather than two.

Years 9 and 10

During Years 9 and 10, the GCSE content will be taught, following the EdExcel syllabus. End of year exams will be graded on the new 9-1 GCSE scale.

Year 11

By the time they reach Year 11, most students will have studied the whole GCSE syllabus and the year will be used for revision. Students will complete five exam cycles throughout the year, enabling teachers to take a diagnostic approach to teaching. Each exam cycle is around four weeks long; during each each cycle, students will complete a past paper in exam conditions. These papers will be graded with the most up-to-date boundaries available from the exam board and students will receive a topic breakdown indicating what they need to focus their revision on. teachers will also use these exams to determine which topics need to be revisited with the whole class.