Mathematics Key Stage 5

The Curriculum Purpose

We aim to create the very best university-ready, advanced Mathematicians. We challenge our students to think, act and speak like those working in the field would.  Our teaching enables them to fully understand Mathematical principles and apply them in a variety of familiar and unfamiliar contexts.  We do this by deepening their knowledge in the subject, building on their understanding from Key Stages 3 and 4.

Mission :

• To provide a high-quality education so that all students can make strong progress regardless of ability or background.
• To create Mathematicians who have an advanced awareness of Mathematics in the wider world and are equipped with transferable skills such as problem solving, lateral and logical thinking and high levels of numeracy.
• To enable students to become expert problem solvers by analysing situations and formulating solution strategies.
• To educate students in the language of Mathematics so that they can reason and communicate Mathematically.
• To empower students to become highly organized, efficient and effective.
• To develop students into resilient, confident and independent learners.

 

Key concepts that underpin Key Stage 5 Mathematics

• Declarative Understanding

Teacher led explanations so that students understand the facts and how they relate to other elements of the curriculum.

• Procedural Understanding

Intelligent practice that enables students to apply their knowledge and build fluency.

• Conditional Understanding

Higher order reasoning and problem solving where students formulate strategies and complete missing information.

 

Key features of Learning in Key Stage 5 Mathematics

• Understand Mathematics and Mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study.
• Extend their range of Mathematical skills and techniques
• Understand coherence and progression in Mathematics and how different areas of Mathematics are connected.
• Apply Mathematics in other fields of study and be aware of the relevance of Mathematics to the world of work and to situations in society in general.
• Use their Mathematical knowledge to make logical and reasoned decisions in solving problems both within pure Mathematics and in a variety of contexts, and communicate the Mathematical rationale for these decisions clearly.
• Reason logically and recognise incorrect reasoning.
• Generalise Mathematically.
• Construct Mathematical proofs.
• Use their Mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy.
• Recognise when Mathematics can be used to analyse and solve a problem in context.
• Represent situations Mathematically and understand the relationship between problems in context and Mathematical models that may be applied to solve them.
• Draw diagrams and sketch graphs to help explore Mathematical situations and interpret solutions.
• Make deductions and inferences and draw conclusions by using Mathematical reasoning.
• Interpret solutions and communicate their interpretation effectively in the context of the problem.
• Read and comprehend Mathematical arguments, including justifications of methods and formulae, and communicate their understanding.
• Read and comprehend articles concerning applications of Mathematics and communicate their understanding.
• Use technology such as calculators and computers effectively and recognise when their use may be inappropriate.
• Take increasing responsibility for their own learning and the evaluation of their own Mathematical development.

 

What you will see in KS5 Mathematics lessons

• Intelligent practise
• Clear objectives
• Strategies encouraging meta-cognition
• Supportive Mathematics conversations
• An environment where mistakes are welcome as an opportunity to learn
• Whole class questioning and dialogue
• Use of Assessment for Learning to support pupil progress and,  if required, to adjust learning throughout the lesson
• Misconceptions are addressed
• Qualified Mathematicians who plan appropriately
• Modelling through teacher demonstration – I do,  We do,  You do

 

What you will see in KS5 student folders

• All work in A4 Lever Arch ring binders
• Work coherently organized by topic with labelled dividers
• Written definitions and formulae
• Notes and exemplars
• Self-assessment and DIRT notation in green
• Teacher feedback in red
• Intelligent practice and minimally different progressions
• Test your understanding challenges to tasks to engage students and enhance problem solving skills
   

What Formative Assessment you will see in KS5 Mathematics lessons

• Open questions that are carefully scaffolded and targeted to support pupil progress
• Cold calling
• Targeted and specific verbal feedback
• Present misconceptions encouraging meta-cognition
• Opportunities for discussion
• Teachers visiting each student to thoroughly probe understanding

 

What Summative Assessment takes place in KS5 Mathematics

• KS4 – KS5 Bridging work assignment
• Two stage induction assessment.
• Formal assessments every half term comprising exam board questions in a mixed context.
• Extensive, prescribed revision assignments [prior to every assessment] assessed and graded by teachers
• Full AS mock exam comprising Pure and Applied papers – Spring Year 12
• Full AS end of year exam comprising Pure and Applied papers – Summer Year 12
• Year 12 – Year 13 bridging work assignment
• Hybrid A2 mock exam comprising Pure and Applied exam board questions – Autumn Year 13
• Full A2 mock exam comprising Pure and Applied papers – Autumn Year 13

 

What Support and Intervention takes place in KS5 Mathematics

• Compulsory Year 12 Autumn intervention programme to support students identified as struggling to transition to KS5 Mathematics
• Compulsory Year 12 Spring intervention programme to support students identified as struggling to cope with Year 12 Mathematics
• Compulsory Year 13 Autumn intervention programme to support students identified as struggling to transition to Year 13 Mathematics