Download Year 7 Homework project levels information PDF Word About the Maths Department
Ethos
The Mathematics Department at Churchill School is committed to allowing students to achieve high standards of conduct, effort and progress. All students are encouraged to work to the best of their ability and contribute positively to the learning environment of their classroom.
Rewards
Learners are rewarded with House Points in years 7 and 8 and Positive Referral forms in years 9, 10 and 11. Teachers praise pupils that work consistently well or that produce an exceptional piece of work.
Student Involvement
Maths teachers are currently working together to improve the quality and quantity of interactive activities in the classroom. Thinking Skills lessons will be a focus for 2007/8.
ICT
ICT resources are being used increasingly during Maths lessons. All classrooms are equipped with ceiling mounted Data Projectors for displaying interactive PowerPoint presentations. Additionally there are 3 class sets of computers available for student to use Software packages such as ‘Omnigraph’ and Revision sites such as ‘MyMaths’.
Support Staff
Maths is fortunate enough to have been given 2 designated Teaching Assistants this year. These members of staff are deployed effectively by teachers to assist those students who need help the most. TAs work with individuals or small groups within the classroom to support the learning as set out by the classroom teacher.
Results
The Mathematics Department regularly enjoys success with external examination results and a summary of recent results can be found on this site. Staff and students work together to ensure that each and every student is given the opportunity to fulfil their academic potential in the subject.
Setting
Students are set on entry in Y7 where there are 3 parallel bands each containing 3 Maths sets. Data from Primary schools is used to decide on whether a student goes into set 1, 2 or 3. Pupils are tested at regular intervals to ensure they have been placed correctly.
In years 8 and 9, students are set from either 1 to 4 or 1 to 5 depending on the side of the timetable. Again, regular testing ensures that each student is in the right class for their ability.
For the GCSE classes, students are set from 1 to 9. This means that GCSE teachers can accurately target specific grade topics and support students in gaining their Target Grade.
Curriculum Developments
KS3:
In line with the whole school curriculum review, the Y7 top set pupils in 2007/8 will follow the core curriculum for Y8. This will enable them to sit their Maths SATs examinations the following year.
KS4:
The current Y10 top set class have recently been given the opportunity to sit their GCSE examination a year early; an opportunity that half of the students took up. The class will go on to start their AS Level Maths course in Y11.
OFSTED 2007
This is what they said:
Achievement & Standards:
KS3/4:
- Judgement – 2 (Good)
- Y9 2006 – above average esp. Maths
- No groups of students underperforming
- Y11 2006 – well above average
- Similarly to KS3, no groups of students are underperforming
Sixth Form:
- Judgement – 2 (Good)
- Above average
- Students achieve well
- Success stems from very good leadership and very positive student attitudes
- 2006 results saw high standards amounting from students making very good progress
The Quality of Provision:
Teaching & Learning:
Judgement – 2 (Good)
Features:
- Teachers’ subject knowledge
- Thorough planning
- Effective use of peer marking
- Good learning was evident where there was variety and pace
- There was evidence of skilful questioning
- TAs effective in their support for students with learning difficulties
- Best marking practice gave students clear advice on how to improve their work
Sixth Form:
Judgement – 2 (Good)
Features:
- Assessment techniques used in lessons
- Involvement of students in their own learning
- Subject knowledge of the staff
Curriculum, Whole school:
Judgement – 2 (Good) – with many outstanding features
Features:
- KS3 – rigorous review has led to condensed KS3
- Avoids repetition of earlier work
- Smoother transition to secondary curriculum
- Allows time to begin GCSE early
- KS4 – well matched to the needs of all learners