Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.(National Curriculum in England 2013)
As one of the specialisms at Derby Cathedral School, Mathematics plays a pivotal role in our curriculum and underpins many of the other disciplines. We work closely with all departments to ensure consistency and enable the pupils to apply their mathematical skills successfully. The Mathematics Curriculum at Derby Cathedral School inspires teachers to mould young people into logical thinkers, able problem solvers and lifelong mathematicians. The lessons are carefully and collaboratively planned to promote and maintain interest, curiosity and enjoyment in the learning of Mathematics.
We believe that Mathematics is an essential part of everyday life, from basic arithmetic skills to complex data analysis, from simple problem solving to the use of calculus in mathematical models. On our doorstep, we have industries such as Rolls Royce, Toyota and JCB for whom Mathematics is vital to their success. We are committed to preparing our pupils to be successful in whatever future they choose and GCSE and Post -16 courses are chosen to allow all learners to succeed and to support their paths after Derby Cathedral School.
Teachers provide a supportive yet challenging environment, where pupils aspire to be the best they can be. Pupils approach their work with tenacity, especially when faced with challenging problems.
The topics within the curriculum are sequenced to ensure clear progression for learning. We use White Rose Mathematics as a guide and ensure each topic is carefully planned to enable pupils to develop fluency in their skills. Topics are interleaved to support knowledge retention and to enable pupils to make connections between different areas of Mathematics. Pupils receive regular verbal and written feedback, which they respond to with integrity. Formative assessments take place regularly and are used to ensure pupils are making good progress and to identify those who may need extra support.
Pupils develop their language and reasoning skills in their mathematical discussions with staff and their peers. In lessons, pupils will discuss their ideas and methods and use accurate mathematical vocabulary when doing so. Pupils show fellowship and humility when sharing their ideas and methods and when supporting the work of their peers.
|Mrs S Heald||Head of Mathematics|
|Mr S Sakaria||Assistant Head of Mathematics|
|Mrs S Roberts||Teacher of Mathematics|
|Mr A King||Teacher of Mathematics|
|Mr D Thompson||Teacher of Mathematics/ Head of Year 11|
|Mr E Tuso||Teacher of Mathematics|
|Mrs B Webster||Teacher of Mathematics|
|Mrs J Brown||Headteacher|
Mathematics homework is made up on small manageable tasks, set once per week and should take around 30-40 minutes at KS3 and up to an hour at KS4. We recommend spreading the tasks out and completing them across the week to improve retention. www.sparxmaths.com is the online platform we use to set these tasks. Pupils are set specific, targeted questions to ensure each individual is stretched and challenged. Class teachers will feedback to pupils during their lessons and address any misconceptions that are identified from pupils’ home learning.
Each unit of work is assessed via an in class mini-test at the end of the unit. This is usually peer marked and feedback given in the same lesson. Pupils are encouraged to use the Knowledge Organisers provided to ensure they are prepared for these assessments.
More formal assessments take place approximately three times per year and these are used to track pupils progress towards their GCSE target grade.
Pupils are expected to take notes during their lessons and to use these notes to assist them when answering questions both in class and at home. Knowledge Organisers are provided and pupils are taught how best to use them and how to create their own.
The scheme of work is based on that of White Rose Maths and so their website is also a great resource. Providing a video for each and every small step of the curriculum, https://whiterosemaths.com/homelearning/ is a place where pupils can seek additional explanations and examples if required.
As pupils move into KS4 we use the Edexcel GCSE Maths specification and both Dr Frost, Sparx Maths and White Rose Maths continue to be excellent sites for revision and additional practice.
In Mathematics at DCS pupils are expected to have a full set of geometry equipment and a scientific calculator both of which can be purchased from school via parent pay.
The geometry equipment should include: 30cm transparent ruler, pair of compasses, 180o protractor, pencil.
The recommended model of scientific calculator is the casio fx-83gtx which is available to purchase from our school shop.