- To set challenging targets with high expectations for all students
- To offer a variety of approaches to teaching and learning to engage and motivate students and demand their active participation
- To smooth the transition for students between all of the Key Stages and ensure constant progression in teaching and learning throughout their time at the Academy
- To explore enrichment opportunities outside the curriculum to enhance students’ enjoyment of mathematics
Your Child’s Journey in Mathematics
You can download this document to view a term by term, year by year breakdown for the journey your child in Mathematics.
At Key Stage 3 we follow differentiated Schemes of Work that cover the Key areas of Mathematics getting the students a greater understanding of the subject in preparation for GCSE. Students are set according to ability. These sets are regularly reviewed during the course of Key Stage 3 and movements between sets may take place after review tests. Initially students are placed into sets based on their Key Stage 2 data. During the course of each year students complete progress tests and review tests in order to demonstrate their progression.
In Mathematics we have a broad expansive curriculum that runs across all 3 key stages. During Years 7 and 8 students at Accrington Academy will follow the Key Stage 3 National Curriculum for Mathematics. This caters for students working from Level 3 all the way up to an exceptional Level 8. Students working below a level 3 are entered into our catch up Numeracy program and work additionally in line with their scheme of work in order to ensure that key numeracy skills are in place within the first two years at the Academy.
In Key Stage 4 the students are given the opportunity to start the Linear Edexcel GCSE syllabus, which is assessed at the end of Year 11. This gives students the opportunity to build on the excellent foundation provided in Key Stage 3 and tackle with confidence the whole Mathematics syllabus. Students will follow either the Higher or Foundation scheme of work. Support is provided for GCSE students through focused morning groups, booster nights and a thorough Mathematics Monitoring Program.
The GCSE will broken down in the following areas of Mathematics
- Ratio, proportion and rates of change
- Geometry and measures
Two tiers of entry are available: Foundation and Higher. A student is permitted to take assessments in either the Foundation tier or Higher tier.
The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier. All three papers must be at the same tier of entry and must be completed in the same assessment series. Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3. Each paper is 1 hour and 30 minutes long. Each paper has 80 marks.
The content outlined for each tier will be assessed across all three papers. Each paper will cover all Assessment Objectives, in the percentages outlined for each tier. Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.
First assessment series: May/June 2017. The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded. Foundation tier: grades 1 to 5. Higher tier: grades 4 to 9 (grade 3 allowed).
At Accrington Academy Hegarty Maths homework is set every Thursday. All students should aim to complete their homework before Monday. There is a Maths support session in Room 229 every Tuesday after school.
The homework MUST be submitted before 9pm on Tuesdays at the latest.
Click on Teacher name to read full bio.
Mr A. Lindon
Mathematics is always a subject that has fascinated me and that continues to be the case today. The fact that a definitive solution can always be found and that there are always a variety of ways to achieve this is what makes Mathematics so unique. My favourite area of Mathematics is solving complex algebraic equations due to the fact that this skill is first taught in Year 7 and then increases in difficulty all the way through to Year 13. I strive to ensure my lessons are appropriately challenging and varied enough to keep all of my students motivated.
Mr G. Davies
I have always been interested in mathematics and I find great satisfaction in solving any kind of problem that I come across. I find the range of applications of the subject to be of immense use to students as they leave school. In the classroom I enjoy finding problems from real life that students can try to solve, in particular those that make use of algebra as I understand that many young people do not see the reason for this incredibly versatile tool. At the University of Warwick I spent time studying how a disease may spread within a population, an application of many topics first introduced in year 7 that are developed further by A level study and beyond. Mathematics is a powerful and unique subject.
Mrs S. Lomax
Mr S. Carmichael
Mathematics has always underpinned aspects of my life. Having studied it in numerous forms and using the subject to inform my work as an architect. I decided to leave architecture behind after I found a passion for teaching whilst traveling. This combined with my love for maths saw me dedicate myself to helping young people find the joy in the subject. To me mathematics is more than just calculating and working with numbers. Maths orders our thought processes and creates logic out of chaos. I love that my subject can help to define beauty, predict future discoveries and allow us to think more clearly about ourselves and the world around us on a day to day basis. I attempt to engender this wonder and love of the wider subject in my students through the individual discovery of mathematical principals whilst encouraging independent research into more abstract areas of mathematics.
Miss S. Kirkwood
I have had a passion for Mathematics ever since I can remember. I love the fact that Maths is a Universal language that remains the same in every country. My favourite area of Mathematics is Algebra as it is so diverse and can be used to solve almost any Mathematical problem. I find that students enjoy seeing the relevance of Mathematics and strive to bring the lessons to life by showing them where their learning fits into the real World.
Mrs A. Mulla
Mathematical studies have always fascinated me and having a special flair for the subject, I’ve never been in doubt about teaching. The world depends on mathematics, hence it is quite an awe-inspiring universal subject. Amongst many of the challenges that mathematics provides, I relish problem solving the most - it will never stop intriguing me. Problem solving allows scope for further studies and research seeing that the methods are almost limitless. The best part of my job is teaching my students to tackle Problem Solving questions confidently and independently. Equipping my students with the different mathematical strategies to approach these problems is the delight of my job.
Mr J. Else
As a maths mentor working mainly with Year 11 students, my aims are:
to increase students’ confidence in their ability to do mathematics; to tackle their misconceptions in mathematical processes; to challenge students to solve problems that they would initially pass over; to promote an enjoyment (yes, really!) of mathematics and the satisfaction of finding solutions to complex problems. I love the logic of algebra and am fascinated by the properties of shapes, by the inter-relationships of mathematical topics and how mathematics is used in the world around us.
Mrs S. Shah
Mrs S. Pankhurst
Mr W. Aitken
- Use and apply standard techniques 50% 50%
- Reason, interprate & communicate mathematically 25% 25%
- Solve problems within mathematics and within other contexts 25% 25%
- Use & Apply Standard Techniques 40% 40%
- Reason, interprate & communicate mathematically 30% 30%
- Solve problems within mathematics and within other contexts 30% 30%
The teaching of mathematics has improved rapidly in the current year and is now good.
The academy has taken robust and effective measures to accelerate the progress of students across the school. Students are now achieving well and making rapid progress.Ofsted