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.

Our mathematics curriculum ensures students have the building blocks to enable them to become confident problem-solvers.; students are taught the prerequisite knowledge to access each topic explicitly and have adequate time to practice. An important aspect of our curriculum is supporting students to develop their resilience in mathematics. Our 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 build students self-discipline and personal responsibility through independent practice and academic prep. Furthermore, our classrooms foster a mistake friendly environment where students are praised for their effort and encouraged to learn from their challenges

Students are given mathematical problems that develop their ability 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 access topics 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. We take an inter-disciplinary approach to key skills and topics, particularly STEM subjects, to ensure consistency of teaching across the academy.

We ensure that all students are given the opportunity to excel and have the foundations to enable them to succeed in their futures post-16. We highlight to students the STEM.

Results

In Maths, over 67% achieved grades 9-4, and nearly 49% achieved grades 9-5.

What we study – Topic Overview

 
Term 1
Term 2Term 3Term 4Term 5Term 6
Year 7Sequences Algebraic Notation Equality and EquivalencePlace Value Order integers and decimals Operations with integers and decimals Averages and range Rounding and estimationCharts and graphs Fractions, decimals and percentagesNegative numbers Fractions and percentages of amountsPerimeter and area Speed, distance, timePrimes, factors and multiples Powers and roots Adding and subtracting fractions
Year 8Factors, Multiples and Prime numbers Venn diagrams AnglesAngles Ratio and scaleMultiplying and dividing fractions Scatter graphs Frequency tablesExpressions, equations, and inequalitiesSequences Indices Fractions, decimals and percentagesFractions and percentages Standard index form Rounding Estimation
Year 9Place value 4 operations with positive and negative numbers Powers and roots (including surds) HCF and LCM Primes Rounding and estimation Standard form Algebraic expressionsSubstitution Expanding and factorising Index laws Sequences Time Frequency tables Drawing and interpreting graphs and chartsScatter graphs Fractions (including algebraic fractions) Decimals PercentagesEquations Inequalities Sequences Algebraic proofProperties of shapes Angles Pythagoras’ theorem Trigonometry Writing and sharing ratios Direct proportionDirect and inverse proportion Perimeter Area Circles
Year 10 Foundation  Perimeter and area Real life graphs Ratio Direct and inverse proportion Currency conversions3D forms and volume Function machines Coordinates Straight line graphs TransformationsPythagoras Trigonometry Probability PercentagesPercentages RevisionCompound measures Direct and inverse proportion Plans and elevations Constructions Loci BearingsQuadratic equations and graphs Cubic and reciprocal graphs Circles
Year 10 HigherStraight line graphs Quadratic, cubic and other graphs 3D forms Surface area VolumeAccuracy and bounds Transformations Constructions Plans and elevations Loci BearingsSolving quadratic equations Simultaneous equations Inequalities Writing probabilities Probability trees Venn diagramsCompound measures  RevisionCongruence and similarity Trigonometric graphs Further trigonometry Pythagoras and trigonometry in 3D Sampling Cumulative frequency Box plotsHistograms Iteration Sketching quadratic and cubic graphs Circle theorems
Year 11 FoundationFractions Reciprocals Standard form Indices Similarity Congruence VectorsCircles Cylinders Pyramids, cones and spheresLinear equations Changing the subject Linear graphs Quadratic, cubic, reciprocal and other graphs Simultaneous equationsRevision  Revision  Revision  
Year 11 HigherQuadratic graphs Quadratic inequalities Iteration Circle theorems Circle geometry Surds Algebraic fractionsAlgebraic fractions Function notation VectorsVectors Reciprocal and exponential graphs Gradient and area under graphs Transformation of graphsRevision  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, as well as regular mini class topic tests.

All students will have three formal summative assessments each year. These are formally marked and scored by the class teacher.

Year 10 and 11 students will complete a set of mock examinations 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

Miss Emma Booth – Teacher of Mathematics

Mr Tristan Scott-Hallam – Teacher of Mathematics

Mrs Mirelle Tchoya – Teacher of Mathematics, Young Carers lead

Miss Arushi Saini – Teacher of Mathematics

Mr Ryan Williams – Assistant Headteacher

Curriculum Allocation

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

In Year 7 students following the Extended curriculum have 7 lessons a fortnight, whilst the majority of students following the Core curriculum have 8.

In year 8, students following the Extended curriculum have 7 lessons a fortnight, whilst students following the Core curriculum have 8.

In Years 9, 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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