Trust websites
We strive to provide a strong foundation of mathematical skills for all our students and to realise the potential of each individual. Each year the demands on our children increase to secure a good grade in mathematics at GCSE. Mathematics contributes to the school curriculum by developing students’ abilities to solve problems, to calculate, to reason logically, algebraically, and geometrically and to make sense of data. Mathematics is important for students in many other areas of study, particularly Science and Technology. It is also important in everyday life, in many forms of employment and in decision-making.
As a subject in its own right, Mathematics presents frequent opportunities for creativity. It can stimulate moments of pleasure and wonder; especially when problems are solved or when more elegant solutions to problems are discovered. We want all our students to become fluent in the fundamentals of mathematics, to be able to reason mathematically and to solve problems by applying their mathematical understanding to a variety of problems.
At Merrill Academy our Mathematics team have consistently supported students wanting to follow their life dreams and career aspirations. Within the Mathematics department, we aim to set challenging targets with high expectations for all students. We strongly believe in the importance of offering a variety of different approaches to teaching and learning to help motivate students. We will always look to ensure that the students are actively participating and enjoying mathematics.
We have a dedicated team of learning support staff and teacher's assistants which means they are able to support students with the subject knowledge as well as providing the required support within the lesson. We have MIPs in place across all Key Stages. These Math Intervention Plans are totally individualized to ensure students are helped with the actual concepts they struggle with and not a generic level of work (Big Math’s program –KS3 and Groups of 5 interventions at KS4).
Students will study the areas of Number, Ratio and Proportion, Algebra, Shape and Space and Handling Data. There will be a focus on Arithmetic, Problem Solving, Reasoning and Applying Maths in context.
At the end of Year 8/start of Year 9, We use the results of the End of Year test from Year 8 together with all the formative and summative assessment to decide whether students will follow the Foundation or Higher route in Years 9, 10 and 11. Groupings are reviewed regularly.
At Key Stage 3 we lay a thorough foundation of all necessary skills and endeavour develop, through investigative and thought hands on activities, a deep understanding of the mathematical concepts. Students are initially placed in groups based upon the information we get from junior schools. Students follow a scheme of work below. Challenge and support are built into lessons, with the focus being on depth of understanding. Groupings are reviewed regularly. Students are assessed using both formative and summative assessment. Students are told what their strengths are and what they need to do in order to improve. Students will be given a minimum expected grade for GCSE and they will be assessed regularly to establish whether they are on track, above, below or significantly below. Year 7 and 8 take part in the mathematical games and UKMT Mathematical Challenges.
Homework is an important part of the course and will be set regularly. The nature of the tasks set will vary and may include the follow up of class-work activities, 'Hegarty Maths' set tasks, combination of electronic homework and paper based homework are used.
At the end of Year 9/start of Year 10, students are to do the GCSE Baseline test (Foundation or Higher), to help decide whether they should follow the Foundation or Higher route in years 10 and 11.
Year 10 course content as follow:
Year 11 course content is split into six strands that are encompassed under the headings
Separate schemes of work are written (Class teacher writes - Medium Term Plan) to suit both the higher and foundation tier and theses are constantly reviewed and updated to ensure the content meets the needs of the students.
At Key Stage 4 students are grouped based on ability and minimum expectation. Groups will follow either the foundation or higher tier course. Students will study the areas of Arithmetic, Problem Solving, Reasoning and Applying Maths in context.
Students are assessed using both formative and summative techniques. Students are told what their strengths are and what they need to do in order to improve. Students will study a linear course which means that students will have three examinations at the end of the course. There will be one non -calculator and two calculator papers. All the papers carry equivalent weighting and are 1½ hours in length. Please be aware that unlike the previous GCSE course there will be no ‘Formula Sheet’ at the front of each exam paper. Students are now expected to learn ALL formulae that may be needed during the exams. The government have also taken the opportunity to make the course more challenging. This means that there are now topics included at foundation level that were previously only in the higher grade paper. New topics have also been introduced to the higher level paper. In addition, the syllabus has been amended to include more complex multi-staged problems at both foundation and higher level as a way of raising standards.
There are two Levels of entry: Higher - Grades 4 to 9 (with 9 being the highest) and Foundation -Grades 1 to 5
Please note the grades from A* to G have been replaced with grades from 1 - 9 and that these new levels are NOT related to the Key Stage 3 levels 1-8.
We actually begin teaching the GCSE syllabus in year 9 in order to give students as much time as possible to access the extensive course. In order to support the students as much as possible. Please note that we still continue to assess students after each term and where appropriate move students between groups. Progress will then be monitored through the use of a PLCs. There is no coursework in GCSE Mathematics.
Homework is an important part of the course and will be set regularly. The nature of the tasks set will vary and may include the follow up of class-work activities, 'Hegarty Maths' set tasks, combination of electronic homework and paper based homework are used.
We offer a range of opportunities for our students to attend intervention and support with homework within the maths department. Year 7 and 8 take part in the UKMT National Maths Challenge, in which they complete against students nationally to achieve Bronze, Silver, Gold certificates. Other enjoyable activities we offer:
Mathematics includes skills which are important in everyday life beyond school. It supports studies in other subjects, particularly Science and Technology. It is also an important requirement for most areas of employment. Future careers directly involving maths are Accountancy, Banking, Actuary, Engineering, Pharmacy, Quantity Surveyor and Medicine for example.
@northworthy_t Careers Fair @MerrillAcademy Wednesday 6th November 2019 4.00-6.00pm Students and their Parent/Care… https://t.co/ebViOnaPwY
RT @BBCCiN: Try our BRAND NEW Instagram stickers 🙌 Don't follow us on Insta yet? What'cha waiting for? We're @BBCCiN 💛 https://t.co/wguUa…
Yey! Super proud! https://t.co/1BdwS5GSYJ
RT @dickinson_berni: Students from @MerrillAcademy talking to @Bombardier @PeopleDevNHS @DerbyshireFRS @RollsRoyce @kiergroup @derbycollege…
Merrill Online