 Harris

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Mathematics

OVERVIEW

The aim of the Mathematics Department is that students enjoy the subject and are continually encouraged and challenged to seek excellence. Students are asked to think about Mathematics in a creative way in order to appreciate clear and succinct mathematical argument. Students are encouraged to appreciate the importance of mathematics and its relevance to other aspects of the curriculum and to life beyond school days.

In principal we aim:

• To ensure that all students make progress in every Maths lesson they attend
• To offer a variety of approaches to both learning and teaching
• To ensure that students achieve the best that they can do
• To ensure pupils enjoy their lessons

CURRICULUM

YEAR 7

Year 7 are covering the following topics this term:

 Set X 1 and X2 (2C) Set X2 and Y2 (2B) Set X3 and Y3 (2A) Whole numbers and decimals Whole numbers and decimals Number Operations and Calculations. Place value ordering and rounding INVESTIGATION: Sums and Products INVESTIGATION: Sums and Products INVESTIGATION: Sums and Products Metric & Imperial measures. Areas & Circumferences of a circle Measures, Perimeter & Area Measures, Perimeter & Area Expressions & Formulae Expressions & Formulae Using symbols, simplifying expressions, substitution Case Study 1 - Energy in the home Case Study 1 - Energy in the home Case Study 1 - Energy in the home Half Term Half Term Half Term Fractions, Decimals & Percentages Fractions, Decimals & Percentages Fractions, Decimals & Percentages Angles and 2D shapes Angles and 2D shapes Angles and 2D shapes Graphs Graphs Graphs INVESTIGATION: Polygons/ICT Logo INVESTIGATION: Polygons/ICT Logo INVESTIGATION: Polygons/ICT Logo

YEAR 8

Year 8 are covering the following topics this term:

 Set X 1 and Y1 (3C) X2 and Y2 (3B) X3 (3A) Whole Numbers and decimals Whole Numbers and decimals Whole Numbers and decimals Measures, Perimeter and area Measures, Perimeter and area Measures, Perimeter and area Expressions and formulae Expressions and formulae Expressions and formulae CASE STUDY- Why do bikes have gears CASE STUDY- Why do bikes have gears CASE STUDY- Why do bikes have gears Half Term Half Term Half Term Fractions, Decimals and Percentages Fractions, Decimals and Percentages Fractions, Decimals and Percentages Problem Solving - The Beauty Formula Problem Solving - The Beauty Formula Problem Solving - The Beauty Formula Angles Angles Angles Algebra Algebra Algebra

YEAR 9

Year 9 are covering the following topics this term:

 X1, Y1, X2, Y2, X3 (Higher) Set Y2 (Foundation) Number 1: HCF & LCM, surds and estimation Number 1: Calculations, decimals, factors & multiples,  prime factors Simplify expressions, Indices, Expanding and factorising 1, sequences Algebra: Simplifying expressions, formulae, expanding brackets, factorising.   Handling Data: Frequency tables, time series, stem & leaf diagrams, pie charts, scatter graphs, problem solving Handling Data: Time Series, scatter graphs, averages and range, problem solving Fractions & Percentages: Fractions, calculating percentages, problem solving Fraction, decimals & Percentages: Fractions, ratios and problem solving Assessment 1 Assessment 1

YEAR 10

Year 10 are covering the following topics this term:

 Set X1, X2, Y1 (Higher) Set Y2 (Foundation) Equations and inequalities Transformations: Reflection, rotation, enlargement, translation Probability: Mutually exclusive events, experimental probability, set notation Ratio and proportion: comparing ratios, using ratios and proportion Multiplicative reasoning: compound measures, ratio & proportion Right-angled triangles: Pythagoras, trigonometry Similarity & Congruence: similarity in 3D solids, geometric proof Probability: Venn diagrams, tree diagrams and problem solving More trigonometry:  Trigonometric graphs, sine & cosine rule Multiplicative Reasoning: percentages, compound measures, direct and inverse proportion Assessment Assessment

YEAR 11

Year 11 are covering the following topics this term:

 All Sets Pythagoras & Trigonometry Vectors Graphs Half Term 3D Shapes Assessment 1 Probability Proportion

SMSC IN MATHS

Spiritual, moral, social and cultural learning is being delivered in high quality lessons.

SPIRITUAL DEVELOPMENT IN MATHS

Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of students. In Maths lessons pupils are always encouraged to delve deeper into their understanding of Mathematics and how it relates to the world around them. The skills of analysing data are taught from Year 7 to Year 11 to enable students to make sense of vast amounts of data available in the modern world around them. Sequences, patterns, measures and ultimately the entire study of Mathematics was created to make more sense of the world around us and we enable each of our students to use Maths as a tool to explore it more fully.

EXAMPLES OF SPIRITUAL LESSONS IN MATHS:

• Pupils considering the development of pattern in different cultures including work on tessellations such as using Rangoli designs or the use of religious symbols for symmetry
• Fibonacci pattern

MORAL DEVELOPMENT IN MATHS

The moral development of pupils is an important thread running through the entire mathematics syllabus. In all years students work on various projects that use Maths in real life contexts, applying and exploring the skills required solving various problems.

Examples of Moral lessons in maths:

• Pupils conducting an opinion survey on a moral issue

SOCIAL DEVELOPMENT IN MATHS

Problem solving skills and teamwork are fundamental to Mathematics, through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to develop their Mathematical reasoning skills, communicating with others and explaining concepts to each other. Self and peer reviewing are very important to enable pupils to have an accurate grasp of where they are and how they need to improve. Working together in pairs or groups and supporting others is a key part of Maths lessons.

Examples of Social lessons in maths:

• Allowing discussion and debate on the use and abuse of statistics in the media
• Revision sessions
• Investigation when teaching questionnaires

CULTURAL DEVELOPMENT IN MATHS

Mathematics is a universal language with a myriad of cultural inputs throughout the ages. We encourage the teaching of various approaches to Mathematics including the Chinese lattice method for multiplication. We also explore the Mathematics applied in different cultures such as Rangoli patterns, symmetry, tessellations and Islamic geometric patterns. The ability to use exchange rates for foreign travel are also important life skills students will learn.

Examples of Cultural lessons in maths:

• Pupils investigating different number sequences and where they occur in the real world
• Allowing discussion on the cultural and historical roots of mathematics, such Pythagoras’ theorem
• Pupils discussing the use of mathematics in cultural symbols and patterns
• Mathematics is a universal language
• Use of the Chinese lattice method when teaching multiplication
• Pupils to have the ability to use exchange rates for foreign travel