Mathematics at Newhaven School
Our aim in the Mathematics Department is to create an atmosphere of mastery and learning where students enjoy the subject and feel successful at it.
The mathematics department at Newhaven provides our students with a high-quality curriculum which is:
- Inclusive
- Intellectually challenging
- Empowering
The maths department is a positive and respectful learning environment for all students, teachers and support staff.
Inclusive
The maths department consists of an outstanding and deeply committed team of subject specialists who strive every day to ensure pupils fulfil their mathematical potential.
Students arriving at Newhaven often bring with them high levels of anxiety associated with learning in general and maths in particular. Many of our students have diagnosed additional needs including: autism spectrum condition; ADHD (in various forms); dyslexia and generalised anxiety disorder. In recognition of this, members of staff regularly undertake specialist training in how to teach students with additional needs and share best practice on a weekly basis.
We also work closely with support staff and our SEN colleagues and constantly adapt.
Training on its own does not make up for the care we have for our students. Our success as a department relies strongly on the relationships we build with students and the trust they eventually place in us.
Intellectually challenging
We have the highest expectations for our students.
We aim for every student to leave Newhaven with a nationally recognised qualification in the subject no matter what their starting point. We deliver the Edexcel GCSE curriculum at Higher and Foundation levels. We also offer Functional Skills qualifications to all students which means that students have the opportunity to gain more than one maths qualification.
As a key GCSE subject, we explore all areas of mathematics and equip our students with strong numerical and problem-solving skills which can be applied in their everyday lives.
We have a rigorous assessment procedure which tracks pupils’ progress to ensure each student fulfils their mathematical potential.
We know that many of our students arrive at Newhaven far behind their peers in their mathematical abilities. We work hard to change that:
- Students undertake an immediate and impactful maths assessment to ascertain their levels on arrival at Newhaven;
- Students work through a carefully sequenced programme in their first few weeks with us which covers: the basic mathematical facts, concepts, vocabulary and symbols as well as topics such as the four operations and fractions;
- Offering a one to one intervention programme to the students who need it most.
Empowering
We provide a wide range of enrichment activities for our students which enables them to see mathematics as both useful and empowering. This includes visits around our local community and further afield; practical activities and lessons involving real-world uses for mathematics.
We draw on expertise from other departments and work with other colleagues throughout the year to design exciting and engaging cross-curricular extended projects for our pupils. These projects are designed to encourage critical thinking for all and engage pupils who have had limited exposure to practical, hand-on learning.
For further details please see:
Progress
The maths teachers know their students very well and we carefully monitor their progress from the moment they start at Newhaven.
This enables us to build a detailed picture of their learning and areas which we need to improve.
This monitoring takes the form of informal written and oral assessments as well as more formal assessments as students move up through the school.
We monitor students progress not only in terms of their academic achievement, but also their behaviour, engagement and ability to cope in a classroom setting. We follow the school’s behaviour policy and embed it in our teaching.
Students also have a role to play with regular self-assessments and skills checks throughout the term.
Assessment
We are constantly assessing our pupils in terms of their behaviour and learning. This takes the form of written academic assessments as well as regular conversations with pupils and their wider support team – mentors, department heads and parents. KS3 have data drops at the end of every term which is based on teacher assessments. KS4 have a series of more formal written exams to prepare them for their nationally assessed exams.
KS3 Curriculum Map
| Terms | Unit/S.O.W | Students should be able to: |
|---|---|---|
| Autumn 1 |
Numbers Square functions Decimals Estimating and rounding Fractions |
|
| Autumn 2 |
Algebraic thinking Expanding brackets and factorising Law of indices |
|
| Spring 1 |
Measuring Units of measurement Angles Area and perimeter Circles and quadrilaterals |
|
| Spring 2 |
Transformation: translation, rotation, reflection, enlargement Congruent and similar shapes Accurate drawings and 3D shapes Coordinates |
|
| Summer 1 |
Ratios Proportion Graphs Percentages |
|
| Summer 2 |
Data Tables Charts Averages |
|
Curriculum map – KS4
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | Cross-Curriculum | Decolonisation |
|---|---|---|---|---|---|---|---|
|
Fractions Decimals |
Probability scale | Frequency trees | Conversion graphs | Pythagoras Theorem | Mock exams | PSHE/STATISTICS | Focus: frequency Using data on Female Genital Mutilation (FGM) https://youtu.be/aiYR1wTMaS4 |
| Estimating/Rounding | Sample space diagrams | Frequency tables | Distance-time graphs | Trigonometry | Revision | Science/P.E | Focus: trigonometry Egyptian pyramid https://youtu.be/C1y8N0ePuF8 |
| Indices | Venn diagrams | Frequency polygons | Congruence/similarity | Plans and elevation | Work experience | Biology/ADT | Focus: indices https://www.aljazeera.com/program/science-in-a-golden-age/2015/10/20/al |
| Substitution | Probability tree diagrams | Scatter graphs | Scale drawings | Transformations | Trips | ADT/STATISTICS | Focus: world map https://youtu.be/24odv5x59nQ |
| Creating/simplifying expressions | Two-way tables | Compound measures | Bounds | Vectors | GCSE exams | Science | Focus: expressions https://wonderopolis.org/wonder/Who-Was-Katherine-Johnson |
| Rearranging formulae | Percentage | Distance/speed/time | Reciprocals | Standard form | History/ Science/ PSHE | Focus: standard form https://www.aljazeera.com/program/science-in-a-golden-age/2015/10/20/al | |
| Expanding/factorising | Compound interest/Depreciation/Reverse | Money calculations | Coordinate | PSHE/STATISTICS | Focus: money calculation https://www.youtube.com/watch?v=GHyoiaH52jU | ||
| Solving equations | Proportion | Time calculations | PSHE/PE | Focus: time https://youtu.be/eelVqfm8vVc | |||
| Graphs (linear/quadratic/reciprocal) | Ratio | Charts Pictogram Bar/Pie | PSHE/STATISTICS | Focus: charts https://youtu.be/aiYR1wTMaS4 | |||
| Sequences | Conversion | Biology | Focus: sequences https://www.storyofmathematics.com/medieval_fibonacci.html | ||||
| Averages | Angles | P.E | Focus: angles https://www.youtube.com/watch?v=cDxi6ozDwhc | ||||
| Primes/factors/multiples | Area & perimeter | ADT | Focus: factors/multiples https://wonderopolis.org/wonder/Who-Was-Katherine-Johnson | ||||
| Volume & Surface area | Science | Focus: surface area https://youtu.be/C1y8N0ePuF8 | |||||
| HIGHER | |||||||
| Algebraic fractions | Surds | Cumulative frequency | Rates of change | 3DPythagoras theorem | |||
| Simultaneous equations | Capture/recapture | Box plots | 3D trigonometry |
SEN Provision
Newhaven is a trauma informed school and all staff have received training in a trauma informed approach to learning and schooling.
When students arrive at Newhaven we assess their academic and educational needs.
Based on that assessment we work together with the SENCo and other members of staff to implement any changes or adjustments as soon as possible. These may include regular movement breaks; additional support in the classroom or outside of the classroom.
There is always a variety of changing needs in our classes and teachers will provide individualised lessons for students as well as visual lesson plans.
In our weekly meetings we discuss all of our students and their changing needs and adapt our teaching as needed.
This flexibility underpins everything we do at Newhaven and the maths department will do everything it can to ensure a successful learning experience for our students.
Revision & Resources
Upcoming Dates & Events
What we learn – Key Stage 5 Curriculum: Mathematics
At Newhaven School we offer students who have not yet achieved a GCSE Grade 9-4 in maths, the opportunity to join our 6th Form where we are fortunate to have small class sizes and can provide above average intervention and support to our students.
Depending on each student’s individual ability and circumstances, the course is delivered over either one or two years. All students are expected to gain Maths Functional Skills qualifications in addition to GCSE.
What students say
Small class sizes are very good as we get one to one support. Maths is one of those subjects that starts hard but gets easy when teachers here show us how to do it.
I love how my teacher is able to give me time to understand maths properly.
I could never do maths before I came to Newhaven but now it’s my favourite subject.
I’ve learnt more here than I ever did in my previous school.
What can I do with maths?
- Numeracy for life – practical maths
- Analyse
- Problem solve
- Creative
- Encryption
- Programming
