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Poynton High School

and Performing Arts College

01625 871811

Maths

Director of Learning - Mrs K Toby Email

Mathematics is taught across all key stages at Poynton High School by a dedicated and enthusiastic team of eleven specialist teachers.

Students of all abilities from Years 7 to 13 face a level of challenge that develops their mathematical understanding. The emphasis is on deep understanding, enabling students to gain mastery of the topics covered.

Our mission is to enrich the learning experience and maximise the achievement of all students. At all levels students participate in activities that engage and inspire: The most able are encouraged to reflect upon and generalise their learning whilst those who need additional help receive tailored support. We recognise also how integral numeracy is to an independent future. In this fundamental area extra tuition is provided, which uses a variety of resources and teaching styles to cater for students’ different learning styles.

The department also runs extra-curricular opportunities through the UKMT Maths Challenges. Our students have the opportunity to participate in the individual and team challenges that take place throughout the year. Our Year 7 students will also participate in a House Maths Challenge event.

 

The Maths Team

Head of Team

Mrs K Toby

Assistant Team Leader

Mr D Wilson

KS3 Coordinator

Mr G Braide

KS4 Coordinator

Miss D Allwright

Coordinator for Teaching & Learning

Mrs J Beech

Teachers of Maths

Mrs R Earl

Mr E Latch

Mr N Jackson

Miss W Ryder

Mrs J Sutherland

Mr C Megarell

 

Key Stage 3 and 4 (Years 7 – 11)

KS3 Coordinator – Mr G Braide

KS4 Coordinator- Miss D Allwright

The Schemes of Work that are delivered at Key Stages 3 & 4 are based on a model of progression and spiralling. They are designed to be used according to the KS2 prior attainment of students so that they start at different stages.  The expectation is that the majority of students will move through the programmes of study at broadly the same pace and decisions about when to progress are always based on the security of student understanding and their readiness to progress to the next stage. Those who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on.

Students in Years 7-10 are taught in sets, there are 4 per half year group. In Year 11 there are 5 sets per half year group. This is monitored closely to ensure that students are stretched, and supported, appropriately. All students are taught the content to at least meet their guidance grades by the end of each year. We use various types of assessment to monitor the progress of our students. All students complete online assessments using the Doddle package as well as completing a formal examination each term. Three home learning tasks are set per fortnight and these can take the form of a written task, an online assessment or revision to prepare for an assessment.

Key Stage 3 (Years 7-9)

Students in KS3 have a regular focus on numeracy and the department uses the Numeracy Ninjas programme. This is numeracy intervention designed to fill gaps in students’ basic mental calculation strategies and also to empower them with the numeracy skills and the fluency required to fully access GCSE Maths concepts when they move to Key Stage 4 study.

Through the mathematics content, pupils are taught to:

Develop fluency

  • consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
  • select and use appropriate calculation strategies to solve increasingly complex problems
  • use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
  • substitute values in expressions, rearrange and simplify expressions, and solve equations
  • move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
  • develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
  • use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.

Reason mathematically

  • extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
  • identify variables and express relations between variables algebraically and graphically
  • make and test conjectures about patterns and relationships; look for proofs or counter-examples
  • begin to reason deductively in geometry, number and algebra, including using geometrical constructions
  • interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
  • explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.

Solve problems

  • develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
  • develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
  • begin to model situations mathematically and express the results using a range of formal mathematical representations
  • select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.


Key Stage 4 (Years 10-11)

In Year 10 and 11 the students follow pathways which are designed to cater for their individual needs and rates of progression. Our students in Year 11 are following the GCSE course with the AQA examination board. The mathematics staff run support classes and drop-in sessions to provide additional help for the students in KS4.

Through the mathematics content pupils are taught to:

Develop fluency

  • consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots and fractional indices
  • select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π and surds, use of standard form and application and interpretation of limits of accuracy
  • consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, and expressions involving surds and algebraic fractions
  • extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities
  • move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, exponential and trigonometric functions
  • use mathematical language and properties precisely.

Reason mathematically

  • extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically
  • extend their ability to identify variables and express relations between variables algebraically and graphically
  • make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments and proofs
  • reason deductively in geometry, number and algebra, including using geometrical constructions
  • interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
  • explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally
  • assess the validity of an argument and the accuracy of a given way of presenting information.

Solve problems

  • develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
  • develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts
  • make and use connections between different parts of mathematics to solve problems
  • model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions
  • select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems; interpret their solution in the context of the given problem.

 

Key Stage 5

Students can follow A Level courses in Mathematics or Mathematics and Further Mathematics. The students follow the OCR A Level specification for Maths (H240) and Further Maths (H245). These are both linear courses in which all content is assessed at the end of the course.

The students will be monitored throughout the course. They will complete a number of assessments and common home learning tasks which will be used to track their progress. The mathematics staff run support classes and drop-in sessions to provide additional help for the students.

We give the students the opportunity to participate in the UKMT Maths Challenge each year. Some students also represent the school in the UKMT Team Challenges.

Further information from OCR for Mathematics A level  can be found at https://www.ocr.org.uk/qualifications/as-and-a-level/mathematics-a-h230-h240-from-2017/

Information for Further Mathematics can be found at https://www.ocr.org.uk/qualifications/as-and-a-level/further-mathematics-a-h235-h245-from-2017/