The Holy Family Catholic High School

Specialist Mathematics and Computing College

Mathematics Department Handbook

20010-11

‘No human investigations can be called real science if it cannot be demonstrated mathematically’

Leonardo Da Vinci

The Holy Family Mission Statement The Holy Family is a Catholic School which welcomes people of all faiths. We strive for excellence in all aspects of our community. We nurture, motivate and raise the aspirations of individuals so that they can fulfil their potential by using their God given talents.

The Department Structure and Aims

The Department consists of the Head of Department, Miss S Wright, who is responsible for the overall management within the subject area, Mr J Walter, who is responsible for the teaching of mathematics and Statistics, Mrs J Garbutt who teaches mathematics and ICT throughout the school, Miss S Smith who also teaches mathematics and ICT and Mr J Law who is a Science specialist. The subject content and assessment objectives follow the National Curriculum programmes of study and the National Framework for teaching mathematics. Our aims are to develop

A positive, confident and enjoyable attitude to mathematics and an appreciation of its place in society;

An ability to think logically, precisely and creatively and to understand and communicate mathematical ideas clearly in a variety of modes;

The knowledge, skills and understanding needed to apply a range of mathematical concepts to situations which may arise in their own lives and across the curriculum;

A firm foundation for further study.

The Department demands high standards of behaviour so as to facilitate a good working atmosphere and a good standard of presentation is expected at all times. All Year 7 pupils are given an information sheet to explain how their work should be presented and this sheet is fixed to the inside of the front cover of their exercise books as a constant reminder. (A copy of this sheet is included in this handbook.)

Pupils are encouraged to become involved in discussion and practical elements of the work. They are taught to become proficient in the use of practical equipment, calculators and to use the internet and text books as sources of information. Mental calculation is regarded as very important and should not be neglected in favour of electronic calculators when basic computation is involved. Efficient use of electronic calculators is encouraged at appropriate stages in line with National Curriculum statements. At all stages we endeavour to make the work relevant to the needs and experiences of the pupils for as to encourage the desire to learn and at all levels we attempt to ensure that the approach to any topic will be determined, as far as is possible, by the ability and past level of success of the class or individual concerned. We attempt differentiation by both input and outcome but, in the main, through teacher intervention at all stages of the learning process. Throughout the academic year we endeavour to provide a variety of experiences and activities, balancing between teacher exposition, practising skills and routines, classroom discussion, investigative work and problem solving.

Monitoring Standards in the Department Pupil’s Work A selection of pupils’ work books are collected each term from across the ability ranges and year groups. The books are scrutinized by the Department staff to ensure that standards of attainment are in line with expectation and that schemes of work are being adhered to. Monitoring will take place according to the following schedule. This will include pupil interviews and matters arising will inform the teaching process. YEAR GROUP TARGET REVIEW 7 November 8 March 9 April 10 February 11 October Teaching within the Department In the interests of sharing good practice, provision will be made for lesson observations by the HoD and other members of the department, followed by feedback, to enable different approaches and techniques to be experienced and shared. The HoD will formally observe each member of the department, looking at agreed focuses, and feedback given on an annual basis. Assessing pupil progress (APP) The assessment guidelines will be used to help determine each pupil’s level within KS3. These will initially be discussed and agreed between each pupil and their class teacher. The department will then use a selection of these, from a range of abilities, to make certain that we are levelling consistently and also to ensure standardisation across the department.

Mathematics in the School Curriculum KS3 – Year 7 and Year 8 Pupils in Year 7 are taught in mixed ability groups, pupils in Year 8 are taught in sets appropriate to their ability. They both follow the KS3 scheme of work. The content of this course can be seen in the outline schemes in this booklet. Each of the four classes in KS3 has 6 lessons per fortnight each of 1 hour duration and homework is set once each week. The homework is expected to take up to 30 minutes to complete for pupils in Year 7 and up to 35 minutes for pupils in Year 8. KS4 – Year 9, Year 10 and Year 11 In years 9, 10 and 11, students are taught in sets appropriate to their ability and follow the AQA 2-tier modular course. Generally the top 2 sets follow the Higher Tier and the 2 lower sets follow the Foundation Tier work. We have 5 sets at KS4 and entry for pupils in set 3 is decided by the teacher, in collaboration with the pupils. Higher or foundation entry will depend on the ability of the pupils in each cohort. This enables: Higher candidates to access grades A* - D and Foundation candidates to access grades C – G Homework at KS4 is timetabled for twice a week but this need not always be written homework. One session may be used for planning, research or revision. Each piece of homework is expected to take 40-45 minutes to complete. Pupils’ achievements are constantly monitored and any pupil outperforming the expectations in a set will be considered for movement to the next group up in ability. Reviews are carried out in a regular basis each term but pupils may be moved up or down at any time seen appropriate after discussion with the Head of Department. We appreciate the importance of cross circular cooperation, and we hope that our planned schemes are flexible enough to facilitate this as and when it becomes necessary to enable Mathematics to become a tool to be used in other areas. This, in turn, should help reinforce the importance of Mathematics in everyday life.

Provision of Supportive Education Pupils in Year 7 are taught in mixed–ability groups to provide equal opportunities for all and each group has at least one teaching assistant, who, in liaison with the class teacher, will help to support those pupils with learning difficulties. The SENCO is involved in all decisions relating to support for individuals or groups within the classroom. Numeracy sessions are also provided for those pupils in need of additional support. From Year 8, pupils with learning difficulties are placed in appropriate sets with smaller numbers to facilitate a learning situation where staff can give more individual attention. We strive to keep numbers in set 4 in KS3 and set 5 in KS4, down to a maximum of 12 if at all possible for this reason. Withdrawal from lessons is only considered when the work involved is clearly well beyond the pupil’s reach as we feel that every pupil should have the opportunity for full continuity, progression and belonging. For a very small minority of pupils who cannot access the GCSE work, we provide an alternative qualification; the Entry Level Certificate in mathematics. This is currently available to pupils at level 1, 2 and 3. High attaining pupils in key stage 4 can opt to take fast-track maths. This means that they will complete their GCSE by the end of Year 10 and then study for the Free Standing Maths Qualification (FSMQ) in Year 11. This qualification is intended as a foundation for further study and to help bridge the gap between GCSE and A’ level. All department staff should make themselves aware of all pupils in their groups who are on the SEN register, and should also be aware if IEP’s agreed with the SENCO and particularly the targets on these. There should be close cooperation between the teacher and teaching assistant(s) to help provide the best situation for those with learning difficulties. Any concerns about any pupil should be first discussed with the HoD who will then involve the SENCO to discuss any action to be taken.

Department Organisation Staff Development Any relevant INSET courses are brought to the attention of appropriate members of the department who are encouraged to attend when this is possible. With increasing demands on finances it is envisaged the ‘in-house’ Departmental INSET will play an increasing part in staff development in the future. Any such programme will be planned and organises in liaison with the Senior Management Team. Meetings Informal meetings take place daily, made possible by the close proximity of the three mathematics teaching rooms, and when a problem arises which needs immediate resolution or when general information or developments need to brought to the attention of members, this can be actioned without delay. Individual pupils are discussed as necessary at such times. Full Department meetings take place on a half-termly basis at times pre-determined by the Headteacher. As all departments meet at these times, any information discussed is passed on the any mathematics non-specialist by the Head of Department. The purpose of these meetings is to discuss policy decisions relating to the curriculum, pupils, forward planning and any other policy decisions which are to be made to ensure efficient day-to-day running of the Department. Discipline High standards of behaviour must be insisted upon to enable teachers to teach and pupils to learn in a good working atmosphere. Problems of discipline should be contained within the department unless it is part of a wider issue, when it should be referred to the appropriate senior manager. Most problems should be able to be dealt with in the classroom as and when they occur but if you see no solution to a particular problem consult the Head of Department. Minor problems should be dealt with and moved on but more serious or repeated problems should be noted and the Head of Department informed.

If it is at all possible avoid sending pupils to the Head of Department during lessons as this will invariably disturb the concentration and working of another class but for more serious matters this may be unavoidable. In matters of great urgency a member of the Senior Management Team should be contacted for assistance with difficult pupils. Parents should only be contacted with the prior knowledge for the Head of Department and a copy of any correspondence should be made available to the Head of Department and also the office for the pupil file. If extra work is given as a punishment for poor behaviour or neglect of work it is most important that this is followed up and collected at the stated time. It is not department policy to give ‘lines’ as a form of punishment and it is important that any punishment should be constructive rather than destructive. It is not department policy to keep pupils in after school for detention due to transport problems. Health and Safety It is the responsibility of each member of the Department to ensure that working conditions in their classroom are safe as far as they are able to do so. To facilitate this, each member of staff should make sure that pupils are made aware of any obstacles which may be present in the room and also ensure that pupils move around the room carefully and sensibly. All work with computers or other electrical equipment should be closely supervised. Any damage should be reported to the HoD who will then organise the repair.

Books and Equipment All text books are numbered for identification and all pupils should be encouraged to take care of the books and serious damage, defacing or loss should be referred to the HoD. Exercise Books 5mm square books and 1cm square books are in general use throughout the school in Mathematics. Homework books are issued at KS4 when this is appropriate which helps to facilitate the marking of two pieces of homework per week. All exercise books are replaced on production of a full book by the pupil. Pupils who lose or deliberately deface books will generally be expected to purchase a replacement at a nominal cost. Full books should be retained by pupil for future reference and revision. Exercise books must be kept clear of graffiti and badly marked books must be backed with plain paper. Graph Paper 1cm square (A4 size) is available for general use throughout the school. 1mm square graph paper (A4 size) is to be used for graph drawing in all KS4 work and KS3 whenever necessary. Isometric paper (A4 size) is available for 3-D representation work. EXERCISE BOOKS, PAPER AND GRAPH PAPAER SOULD BE USED AS ECONOMICALLY AS POSSIBLE AND ANY PAPER NOT USED SHOULD BE REATINED BY THE TEACHER FOR FUTURE USE. Equipment Pupils should be encouraged to provide their own pen, pencil, ruler, protractor and a pair of compasses. Basic calculators are sufficient for Year 7, but pupils are encouraged to purchase scientific calculators for year 8 and beyond. Stocks of equipment in school are limited and some are kept solely for examination purposes. Any equipment lent out to pupils should be collected at the end of the lesson and only in exceptional circumstances should school equipment be taken home.

Sharing Good Practice As both formal and informal meetings we regularly discuss the delivery and content of lessons and share ideas to ensure that all pupils are receiving the same quality of teaching and learning across the department. Good practice and good teaching and learning styles are also demonstrated through lesson observations which we hope to increase now that we have two cover supervisors employed.

Presentation of Work A high standard of presentation is expected and pupils are required to follow a particular format when setting out their work. An information sheet setting out the required method of presentation is given to all Year 7 pupils and will be stuck to the inside front cover of their exercise books for reference purposes. Any pupil transferred to the school at of the times will also receive the sheet if it is felt necessary. (A copy of the sheet is enclosed)

Assessment, Recording and Reporting Policy We fully endorse the whole school policy that ‘assessment is a central feature of the learning process’ and that it should:

Indicate strengths and achievements which can be build on; Provide motivation through success; Indicate areas which need improvement; Influence teaching strategies and enable evaluation of materials; Enable evaluation of curriculum and cross-curricular content; Provide information for parents and colleagues; and Provide evidence of attainment.

At KS3, pupil attainment will mainly be decided by teacher observation and judgment, using the assessment guidelines as a pilot. Class teachers will agree with each pupil their level, through a variety of tasks, including; class work, functional activities, investigations and discussions between pairs or groups, or indeed the individual pupil and the teacher. Mental arithmetic tests should be administered on a regular basis and oral response should be observed and noted by the teacher whenever possible.

At KS4, functional activities and solving past and specimen exam questions should form part of the teaching, both within class work and through homework tasks. A mock exam, prior to pupils’ actual exams, should be administrated by the individual class teacher. This can either be; under exam conditions in the classroom, or given as a homework activity. KS3 levels and KS4 grades are collated by class teachers and will be passed on to the Head of Department on a on a termly basis. These results will be used to determine progress and target levels at KS3 and target grades at KS4. These progress and target/levels grades will be used on the Department Pupil Records, tracking pupil progress throughout the school. At Key Stage 3 and 4, interim and final reports are issued during the academic year. Further opportunity is available at parent consultation evenings when a more detailed assessment of pupil attainment and progress can be given. Also at Key Stage 4, more detailed information can be given regarding target grades for GCSE and tiers of entry for the examination.

KS4 Examinations

The decision of GCSE entry level is made on an individual basis after careful monitoring and discussions between the each class teacher and their individual pupils. GCSE exams can be taken in November, March and June. It is our intention for Unit 2 to be taken in June of Year 9, Unit 1 in March or June of Year 10 and Unit 3 in June of Year 11. External examinations are the responsibility of the HoD in conjunction with the School Examination Officer.

Staff Planning/Record of Work

Records of the lesson content should be kept by each member of the department, and in particular, notes on set homework and any variation from this for individual pupils. Notes should be kept on use of ICT within lessons making references to software packages used.

Classroom Management The approach to a particular topic is obviously going to vary from teacher, and, indeed, from class to class, but it is envisaged that a variety of approaches will be considered to ensure that the most suitable approach for different classes of different pupils is used. Sharing of good practice could be of great help in this matter. It is anticipated that the introduction to each new topic will be initially be by a ‘lead lesson’, using a variety of approaches followed up with relevant brief notes and progressive examples in the pupils’ exercise books, for reference and future revision purposes. At all times, pupils should be encouraged to become involved in the discussion and any practical elements of the work, to become proficient in the use of language associated with the work, in the use of practical equipment, calculators and text books as sources of information. Mental calculation should be positively encouraged at all times and should not be neglected in favour of using an electronic calculator. Efficient use of scientific calculators will be developed at appropriate stages within the schemes in line with the National Curriculum Statements. Teaching methods should be fluid and adaptable, being pupil instigated whenever possible, and a variety of approaches should be considered to make the work relevant to the needs and experiences of the pupils so as to encourage the desire to learn. It is intended that the approach towards any topic will be determined, as far as possible, by the ability and past level of success of the class in question, and, that the matching process will be attempted in part by input and outcome but, in the main, through teacher intervention at all stages of the learning process. Whenever possible, the arrangement of seating in the classroom is the responsibility of the individual teacher as is the organisation and methods of displaying work when it is felt appropriate. A seating plan for every class must be made available for a Cover Supervisor, in the event of them taking part, or, all of the lesson.

Mathematics Department Homework Policy Homework is set in accordance with the school homework policy and should be marked and returned as soon as possible with either written or verbal feedback. Homework should be regarded as an important part of the learning process by both the teacher and the pupils. Many parents realise this importance of homework and staff should be prepared to respond to parental involvement regarding homework, normally after discussion with the HoD. Homework should be tailored to the needs of the less able pupils and be attainable for them. Homework may take the form of written work, preparation and planning, investigational work or learning work for tests and assessments or any other form which assists in the learning process. Homework can take the form not only of written work but also of research, revision, an ongoing investigation or any other suitable form. In mixed ability groups it is important to ensure that all pupils have an achievable goal and so it may be necessary to differentiate between pupils in content or quantity when setting a particular piece of work. This may necessitate the use of suitable worksheets or alternative exercises when planning the homework. At KS4, where two sessions are timetabled, at least one of these should be a written homework but it may not always be in the best interests of the pupils, particularly those of lower ability, to have two written pieces of as this may have a derogatory effect. Reading/learning reinforcement work or coursework may be a suitable alternative at the discretion of the teacher. Homework is an integral part of the course of study and should be given, and checked, on a regular basis. Pupils who persistently ‘forget’ to do, or hand in, homework should be suitably reprimanded and the Head of Department should be informed. Only under exceptional circumstances should be accepted for non-completion of homework. Homework should be well presented, following the guidelines in ‘Presentation of Work’ and should contain full explanatory working. The marking of homework should follow the guidelines set out in the ‘Department Marking Policy’.

Mathematics Department Marking Policy Classwork may be marked; by the teacher in the classroom, or by the pupils themselves, as an exercise of drawing together the work during, or at the end of, a lesson. Pupils may mark other pupils’ work or they can mark their own, but the teacher should explain the marking criteria to them, emphasising how marks are gained and lost through lack of evidence of working. Examples of pupils’ work should be referred to as evidence of good practice and model answers could be used to highlight good technique and presentation, perhaps by asking pupils to lead a particular section of the lesson. All written homework need not be marked by the teacher but the teacher should aim to see each book on a regular basis. All marks for assessed pieces of work must be recorded by the class teacher. The teachers’ marking should be diagnostic and include a constructive comment being written in the pupils’ exercise book or given as oral feedback to the class if this is more appropriate. The Department is adopting and developing a variety of AfL strategies; these are aimed at encouraging pupils to become much more responsible for their own learning and assessment. (As a result of this, pupils should be constantly made aware of the standard required for a particular level at KS3 and grade at KS4.) Praise should be used whenever possible for good work and all comments should be positive and constructive to encourage future improvement. The department has their own house point stickers to be used as rewards for pupils in KS3/4. (These are kept with S Wright) The teacher should take account of the predominant assessment objectives tested by each piece of work, including classwork tasks homework or other pupil assessment activity. Although pupils will have no formal marks in their exercise books, they should all be made aware of their current level/grade on a regular basis. Each pupil should know their current and target level/grade. (A stamp to print this and allow teachers to give a written target is kept with S Wright.)

ICT in the Mathematics Department Each of the three Mathematics teaching rooms is now fitted with a Promethean Smart Board. Each board will have available to it the following specialist software packages:

‘Boardworks’ KS3 and KS4 The Geometer’s Sketchpad DLK assorted software Omnigraph Active Studio Professional MSW Logo

We are at present, in the process of matching software content to the scheme of work and this will be an ongoing project so that ICT can play an important part in the delivery of Mathematics throughout the school. Software requirements should be passed to the Head of Department for appraisal and consideration for future purchase. Problems encountered with hardware or software should be reported to the Head of Department and the ICT Network Manager immediately. The Department has, at present 4 class sets of scientific calculators and one class set of graphics calculators for pupil use.

Mathematics Department Guidelines Literacy for Learning

The Mathematics Department strives to implement Literacy for Learning wherever possible, during lessons. Each teaching group is encouraged to keep a log of key topic words in the back of their Maths book. These are highlighted by the teacher and are referred to and revised by means of testing spelling and understanding on a regular basis. The game ‘Taboo’ is used to help the correct Mathematical understanding of each of these key words. This is a particularly useful tool as a starter or plenary to a lesson. One of the members of the department is a lead teacher on ‘Dialogic Talk’. This has been shared as good practise with other members of the department and has been fed back to all staff at a whole school training session. The whole department implement this teaching style into lessons, where appropriate. We have a number of sets of GCSE pair cards to aid Key Stage 4 pupils with the language and style of questioning at GCSE level. They are examiner style questions paired with their ‘pupil-talk’ meaning. Key Stage 4 pupils have found them very useful, especially as part of their examination preparation. After jointly planning a group work lesson with Jan Sargent, the lesson was recorded and evaluated a number of times to help improve and inform future planning. Group work allows pupils to work more independently and practise using the correct Mathematical language. Pupils can also help one another by using a variety of explanations. Pupils involved have taken turns at evaluating their own role within the group and their effectiveness, as a group, as a whole. This practise has also been fed back to all staff.

Mathematics Department Guidelines (to be placed in pupil books).

The Holy Family Catholic High School Mathematics Department

Maths Book Guidelines

Always draw a margin. Date every piece of work. Give every piece of work a title. Rule off after each lesson. Never leave a question unfinished. Draw diagrams using a SHARP pencil. Write using black/blue ink. Make sure homework is clearly marked. Always show your working out.