"We share the belief that in order to develop confident, resilient, independent learners, we must immerse them in an engaging, well-sequenced, knowledge-rich curriculum."
|James Rimmer||Head of Mathematics|
|Rebecca Hughes||Head of KS3 Mathematics|
|Jenny Rawsthorne||Head of KS5 Mathematics|
|Michelle Alexander||Lead Practitioner Mathematics|
|Peter Capewell||Lead Practitioner Mathematics|
|Jorden Wignall||Mathematics Teacher|
|Abigail Meekin||Mathematics Teacher|
|Jennifer Yate||Mathematics Teacher|
|Donna Wailes||Mathematics Teacher|
|John Barry||Mathematics Teacher|
|Sze Cheung||Mathematics Teacher|
|David Patterson||Mathematics Teacher|
|Jared Phelan||Mathematics Teacher FEFA|
The essence of mathematics is not to make simple things complicated, but to make complicated things simple.
Key knowledge is defined for Key Stage 3; we know what our pupils need to know at the end of Year 9 in maths in order to progress and specialise in one of these subjects at Key Stage 4 successfully. Knowledge is sequenced carefully from Year 7 through to Year 9, allowing practice and recap throughout the Key Stage as new knowledge is acquired.
As students approach their final year at Key stage 4 they will follow a personalised scheme of learning that targets gaps in knowledge as identified by the thorough question level analysis (QLA) of each student’s performance in the frequent assessments that take place. This fully prepares them for success in their GCSE examination.
Study at Key Stage 5 will introduce students to new concepts, which at first will seem complicated and complex and at times, incredibly challenging, but with work, support and time, they will become simple problems that our Mathematicians will have the tools to tackle independently.