Mathematics

Curriculum Intent

We believe that all students can learn and achieve in mathematics, and we seek to remove any potential barriers to learning to enable them to achieve their very best.  We aim to instil a lifelong love of mathematics, equipping students to confidently use mathematics in their everyday lives and providing a solid foundation for further post 16 study.

In school level mathematics we have relatively little choice in the content we teach; exam specifications offer no choice – the national curriculum is fixed. However, what we can affect is how we choose to teach it. Our mathematics curriculum prioritises problem solving; students are taught the prerequisite knowledge to access each topic explicitly and asked to practise the relevant procedures. Students are regularly given mathematical problems which are previously unseen; this might require them to apply known mathematical ideas in original contexts or to apply problems that link together different areas of mathematics. Our aim is for students to be able to use maths as a tool, using one concept to unlock access to concepts they may study in the future. At The Dorcan Academy we teach students to think like mathematicians, approaching problems systematically, setting out work logically and forming generalisations from specific answers.  We encourage students to reason mathematically, to sketch diagrams and to add annotations to explanations as well as using precise mathematical notation and vocabulary.

An important aspect of our curriculum is supporting students to develop their confidence in mathematics. Our mastery approach identifies students’ starting points and builds from them, introducing ideas in small steps and allowing the students time to fully understand a new concept before moving on. We aim to foster a growth mindset and create a mistake friendly environment where students are praised for their effort and encouraged to learn from their challenges.

Results

In Mathematics last year, 41.8% of students achieved grades 9 to 5; and 64.7% achieved grades 9 to 4.

What we study – Topic Overview

 Term 1Term 2Term 3Term 4Term 5Term 6
Year 7Sequences Algebraic Notation Equality and EquivalencePlace Value Order integers and decimals Fraction, decimal and percentage equivalenceAddition and Subtraction Multiplication and Division  Fractions and percentage of amounts Directed Number Adding and subtracting fractionsAdding and subtracting fractions Constructing, measuring and using geometric notation  Geometric reasoning
Year 8Factors, Multiples and Prime numbers Sets and probability  Ratio and scale Multiplicative change  Multiplying and dividing fractions Representing dataTables and probability Brackets, equations, and inequalities  Sequences Indices Fractions, decimals and percentagesFractions and percentages Standard index form  
Year 9 FoundationPlace value 4 operations with positive and negative numbers Powers and roots HCF and LCM Primes Rounding and estimation ExpressionsSubstitution Expanding and factorising Time Frequency tables Drawing and interpreting graphs and charts  Pie charts Scatter graphs Fractions Decimals  Percentages Equations Inequalities  Sequences Properties of shapes Parallel lines Angle factsAngles in polygons Sampling Averages and range
Year 9 Higher4 operations with positive and negative numbers Rounding and estimation Powers and roots Primes HCF and LCM Standard form SurdsExpressions Expand and factorise Equations SequencesAverages and range Frequency tables Drawing and interpreting charts and graphs Pie charts Scatter graphs  Fractions Decimals Percentages Ratio Currency conversions Scale diagrams Direct proportionProperties of shapes Angle facts Angles on parallel lines Angles in polygons Pythagoras’ Theorem TrigonometryReal life graphs Coordinates Linear graphs (y=mx+c) Perimeter and area of 2D shapes
Year 10 Foundation  Perimeter and area Real life graphs Ratio Direct and inverse proportion Currency conversions3D forms and volume Coordinates Straight line graphs TransformationsPythagoras Trigonometry Probability  Compound measures Percentages Plans and elevations Constructions  Loci Bearings Expand and factorise brackets Quadratic equations  Quadratic graphs Circles Cylinders, cones and spheres  
Year 10 HigherQuadratic, cubic and other graphs 3D forms Surface area Volume Accuracy and bounds TransformationsConstructions Plans and elevations Loci Bearings Solving quadratic equations Simultaneous equations InequalitiesWriting probabilities Probability trees Venn diagrams Calculating probability Compound measures Direct and inverse proportion  Congruence Similar shapes Graphs of trigonometric functionsFurther trigonometry Pythagoras and trigonometry in 3D Sampling Cumulative frequencyBox plots Histograms Brackets Sketching quadratic and cubic graphs Solving quadratic inequalities Iteration
Year 11 FoundationFractions Reciprocals Standard form Indices Similarity Congruence VectorsVectors Rearranging formula Cubic and reciprocal graphs  Simultaneous equationsRevision  Revision  Revision  
Year 11 HigherCircle theorems Circle geometry Algebraic fractions Surds Algebraic proof Changing the subjectVectors Geometric proof  Reciprocal and exponential graphs Gradient and area under graphs Transformation of graphs Direct and inverse proportionRevision  Revision  Revision  

How we assess

In mathematics students are assessed regularly by their class teacher. This might be in informal ways such as through responses to class questions and work with mini whiteboards, and regular mini class tests. In support of this each student will have three formal summative assessments each year. These are marked and scored by the class teacher. Students should use the information from the regular assessments to inform their revision. In year 11 students are also expected to complete a mock examination in full exam conditions for which they will be awarded a mock exam grade.

Meet the team

Ms Laura McMahon – Head of Mathematics

Miss Stacey Messam – Deputy Head of Mathematics and Academic Prep Lead

Mr Daniel Alsop – Teacher of Mathematics and STEM Lead

Miss Emma Booth – Teacher of Mathematics

Mr Tristan Scott-Hallam – Teacher of Mathematics

Mrs Mirelle Tchoya – Teacher of Mathematics, Young Carers lead

Mr Ryan Williams – Assistant Headteacher

Curriculum Allocation

All students study Mathematics throughout their career at The Dorcan Academy.

In Year 7 students in the Extended pathway have 6 lessons a fortnight, whilst students in the Central pathway have 8.

In year 8, students in the Extended pathway have 6 lessons a fortnight, whilst students in the Central pathway have 7.

In year 9 students in the Extended pathway have 7 lessons a fortnight, whilst students in the Central pathway have 8.

In Years 10 and 11, all students have 8 lessons of Mathematics a fortnight.

Enrichment Opportunities

The teachers at Dorcan have a keen interest in mathematics and are always keen to introduce ideas and discussions beyond the scope of the national curriculum. We also provide a range of enrichment opportunities. For example, we regularly enter students for the UK Mathematics Trust Challenges; this is a national competition where students can be awarded bronze, silver and gold awards and even potentially a qualification to the Maths Olympiad. There are also booster sessions and intervention periods which are offered both within and after the school day.

ASPIRE TOGREATNESS
The Dorcan Academy
St. Paul’s Drive
Covingham, Swindon
Wiltshire SN3 5DA
Switchboard: 01793 525231
Fax: 01793 431461
Email: enquiries@dorcan.co.uk
The Dorcan Academy is a charitable company limited by guarantee, registered in England and Wales under company number 07831414. The registered office is St. Paul’s Drive, Swindon, Wiltshire, SN3 5DA.
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