Skip to content ↓

Mathematics

 

“Numbers are the highest degree of knowledge. It is knowledge itself.”  – Plato

Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all pupils when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections.

Mathematics is all around us. At Bredon Hill Middle School we aim to help pupils recognise this. Pupils will gain an insight into how the subject underpins many areas of life; from performing a search on Google to getting the best deal for car insurance.

In learning about mathematical concepts our pupils develop their logical thinking skills which will aid problem solving in all areas of life.

The majority of mathematics lessons at Bredon Hill will be taught in the Wilson Suite, our purpose built mathematics and music block, opened in September 2013. Within this building there are 3 state of the art mathematics classrooms, fully equipped with interactive whiteboards; together with a set of laptop computers which are available for use in class.

This is an exciting time for the mathematics department and the benefits of being able to use this building for pupils and staff for the teaching of mathematics will be significant.

Key Stage 2

Using transitional data provided by the local First Schools and our own initial assessment data, Year 6 pupils are placed in ‘learning groups’. Throughout the year they work on the National Curriculum Programme of Study for Year 6. Pupils then take the KS2 National Curriculum Tests (SATs) in May. Results of these are received in July.

Pupils follow the National Curriculum (2014). Much emphasis is placed on pupils’ mental arithmetic skills as well as their ability to carry out more complex calculations without the use of a calculator. There is also an emphasis on problem solving.

Units covered throughout the year include:

Year 6

  • Numbers and the number system
    • Calculating
    • Calculating: division
    • Visualising and constructing
    • Investigating properties of shape
    • Algebraic proficiency: using formulae
    • Exploring fractions, decimals and percentages
    • Proportional reasoning
    • Pattern sniffing
    • Measuring space
    • Investigating angles
    • Calculating fractions, decimals and percentages
    • Solving equations and inequalities
    • Calculating space
    • Checking, approximating and estimating
    • Mathematical movement
    • Presentation of data
    • Measuring data

 

Key Stage 3

Pupils follow the 2014 National Curriculum, with an emphasis on building pupils’ problem solving and reasoning skills. Pupils are encouraged to work in a variety of ways e.g. in pairs, groups and individually.

Assessment is carried out throughout the year through classwork, homework and regular testing. Towards the end of Year 8 pupils sit a transition test ready for moving onto High School.

Units covered throughout the year include:

Year 7

  • Numbers and the number system
  • Counting and comparing
  • Calculating
  • Visualising and constructing
  • Investigating properties of shapes
  • Algebraic proficiency: tinkering
  • Exploring fractions, decimals and percentages
  • Proportional reasoning
  • Pattern sniffing
  • Measuring space
  • Investigating angles
  • Checking, approximating and estimating
  • Mathematical movement
  • Presentation of data
  • Measuring data

 

Year 8

  • Numbers and the number system
  • Calculating
  • Visualising and constructing
  • Understanding risk I
  • Algebraic proficiency: tinkering
  • Exploring fractions, decimals and percentages
  • Proportional reasoning
  • Pattern sniffing
  • Investigating angles
  • Calculating fractions, decimals and percentages
  • Solving equations and inequalities
  • Calculating space
  • Algebraic proficiency: visualizing
  • Understanding risk II
  • Presentation of data
  • Measuring data

 

Due to the cyclical nature of mathematics teaching, most units are revisited and built on in subsequent years.

The 2014 National Curriculum states:

“The expectation is that the majority of pupils will move through the programme of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content in preparation for key stage 4. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.”

 

 

Useful Websites