Mathe Department - Summary of objectives
- Mathematics is creative as well as useful. We aim to teach in a meaningful context whilst providing opportunities for pupils to use their skills creatively through problem solving and investigation. Each teacher tries to provide a range of experiences and activities within each topic and during a lesson if possible, e.g. practical work, observation, talking and listening, reflection, reading and writing. Teachers in the department use and support the reward system, record achievement and set targets for each pupil, which relate directly to their ability and understanding. Teachers encourage pupils to work to their full potential and to experience a sense of achievement. Pupils are also helped to identify the relationships between different aspects of mathematics to help stimulate curiosity and interest.
- The strategy for teaching mathematics in Year 7 8 and 9 is used as a basic core for the mathematics scheme of work at Key Stage 3. At Key Stage 4 the schemes of work are based on the guidance material provided by Edexcel.
- Teachers refer to work in other areas of the Curriculum when appropriate and expose pupils to both prescriptive tasks and open-ended investigations. Open-ended investigations are used which are appropriate to the pupil’s level of experience and attainment. Pupils are encouraged to:
- Break down a problem into smaller parts to enable patterns to be developed and identified.
- Make accurate observations and measurements
- Record systematically
- Estimate when appropriate
- Develop convincing arguments to ‘prove’ hypotheses and conjectures.
- Use tests to disprove hypotheses.
- Teachers endeavour to conduct lessons in a secure, safe supportive and discipline manner. Teachers and pupils should interact in a manner that demonstrates mutual respect. Pupils are set regular homework which has a direct relationship to the classwork and a clear purpose. Pupils are encouraged to take chances and risks with their work without fear or ridicule or feelings of failure. Pupils demonstrating a lack of respect for teachers or each other are dealt with in accordance with the College’s Assertive Discipline Policy.
- The scheme of work offers opportunities for individual and/or group activities. Several approaches are adopted: one-to-one support, small and large groups work and discussion, work which requires sharing of resources and individual tasks. The Department’s approach makes possible work that is sufficiently challenging to meet the needs of all individuals and provides a balance between teacher-directed and self-directed work. Tests are given for independent assessment and are used to support all other forms of assessment and to inform future lesson plans. It is believed they also help pupils assess their progress and understand the need for targets to be set in all areas and all pupils. There is a determination to reward commitment and perseverance at all levels of ability.
- Teachers in the Department make reference to how mathematics is used in society to enable pupils to develop a wider appreciation of the significance of the subject. Discussion is encouraged as part of problem solving, investigations, group work and handling data. Pupils are encouraged to reach conclusions based on evidence found within their work. The importance of mathematics s a cross-curricular discipline is recognised. Teachers in the department help and encourage pupils to see the wide application the subject has with the use of contextual material. The department is active in its support of other curriculum areas in developing staff awareness of how to make use of mathematical skills and techniques