The teachers in the Mathematics department are a dedicated team who work hard to give every student a good grounding in the basics of Number, Algebra, Geometry and Statistics but also to design and create interesting and engaging lessons to promote the fascination and enjoyment of Mathematics for all students, whatever their level or grade. Students are expected to do their best in class and at home, thereby giving themselves the best possible chance of success at Key Stage 3, in the GCSE examinations and, if they wish to continue with Mathematics, at A level.

Learning lies at the very heart of our department. Students learn in a range of ways both in and out of lessons: from their teachers both explicitly and implicitly; from each other; from the role models presented to them; by other adults they encounter and on their own.

We believe students learn best when:

- they are working within a challenging but non-threatening environment – in a state of 'relaxed alertness';
- they are in an environment which supports them and recognises their individuality and individual learning needs;
- they are motivated and enjoying what they are doing.

As Maths teachers at Ian Ramsey, we aim to support this by:

- having high expectations of performance, challenge and attitudes to/behaviours for learning;
- understanding that students have different learning preferences and applying our teaching styles to take these into account;
- providing a supportive and motivating environment;
- acting as role models;
- being aware of the importance of how a lesson is planned, constructed and delivered;
- developing 'thinking' in our lessons.

We also aim to:

- develop an awareness of the fascination and mystery of Mathematics.
- promote the enjoyment and understanding of Mathematics and an appreciation of the creative aspects of the subject.
- maximise the achievement of all students.
- develop the ability to communicate using Mathematics, with particular emphasis on the use of correct mathematical language, graphical representations, diagrams etc.
- equip students with a powerful tool to solve problems in everyday life and to raise an awareness of the use of Mathematics across the curriculum.
- develop sound numerical skills, the ability to use the four arithmetical operations accurately and with confidence, the ability to estimate and approximate answers and the ability to use a calculator efficiently.
- encourage a willingness to use algebraic skills by exploring mathematical patterns and sequences, identifying functional relationships and to use mathematics to model real-life situations.
- raise spatial awareness by fostering an appreciation of the nature of space and exploring properties of shape and space through drawing and through practical activities.
- develop an understanding of statistical enquiry by encouraging the formulation of hypotheses, the collection of data from a range of sources by an appropriate sampling technique, the displaying of the findings through appropriate and relevant charts and diagrams, the interpretation of these graphs and the drawing of accurate conclusions.

### Topics / Areas of Study:

#### Year 7

- Numbers and the number system
- Counting and comparing
- Calculating
- Visualising and constructing
- Investigating properties of shapes
- Algebraic proficiency
- Exploring fractions, decimals and percentages
- Proportional reasoning
- Number Patterns and Sequences
- Measuring space
- Investigating angles
- Calculating fractions, decimals and percentages
- Solving equations and inequalities
- Calculating space
- Checking, approximating and estimating
- Mathematical movement
- Presentation of data
- Measuring data

#### Year 8

- Numbers and the number system
- Calculating
- Visualising and constructing
- Understanding risk
- Algebraic proficiency
- Exploring fractions, decimals and percentages
- Proportional reasoning
- Number Patterns and Sequences
- Investigating angles
- Calculating fractions, decimals and percentages
- Solving equations and inequalities
- Calculating space
- Presentation of data
- Measuring data

#### Year 9

GCSE Foundation

- Number skills
- Indices and the order of operations
- Multiples and factors
- Basic algebra
- 2D and 3D shapes
- Angles
- Rounding
- Equations
- Area and perimeter
- Fractions
- Collecting and representing data
- Percentages
- Statistical measures
- Sequences
- Coordinates and linear graphs
- Ratio and proportion
- Probability
- Plans, elevations and nets
- Volume and surface area
- Scatter graphs
- Transformations
- Real-life graphs
- Circles

GCSE Higher

- Number skills
- Multiples, factors and primes
- Basic algebra
- Perimeter, area and volume
- Angles
- Rounding
- Equations and inequalities
- Fractions
- Circles
- Sequences
- Coordinates and linear graphs
- Probability
- Statistical measures
- Ratio and proportion
- Plans, elevations and nets
- Percentages
- Pythagoras’ Theorem
- Real-life and scatter graphs
- Scale diagrams and bearings
- Standard form
- Expanding and factorising quadratics
- Interior and exterior angles
- Collecting and representing data
- Creating and rearranging formulae
- Transformations
- Fractions, decimals and percentages
- Simultaneous equations

#### Year 10

GCSE Foundation

- Standard form
- Calculating with percentages
- Measures
- Statistical measures
- Indices
- Constructions and loci
- Algebra recap and revision
- Review of basic probability
- Congruence and similarity
- Introduction to trigonometry
- Further perimeter and area
- Graphs
- Further circumference and area
- Simultaneous equations
- Properties of polygons
- Real-life graphs
- Probability
- Volume
- Quadratics, rearranging formulae and identities

GCSE Higher

- Calculating with percentages
- Measures
- Surds
- Statistical measures
- Indices
- Properties of polygons
- Simultaneous equations
- Congruence and similarity
- Standard form
- Pythagoras’ theorem and basic trigonometry
- Probability
- Volume
- Direct and inverse probability
- Sketching graphs
- Circle theorems
- Linear and quadratic equations and their graphs
- Trigonometry
- Growth and decay
- Introduction to quadratics and rearranging formulae
- Circumference and area
- Statistics
- Further quadratics, rearranging formulae and identities

#### Year 11

GCSE Foundation

- Simultaneous equations
- Volume
- Sequences
- Algebra and graphs
- Scale diagrams and bearings
- Quadratics, rearranging formulae and identities
- Direct and inverse proportion
- Vectors
- Inequalities
- Growth and decay
- Quadratic graphs
- Solving quadratic equations

GCSE Higher

- Further equations and graphs
- Scatter graphs
- Direct and inverse proportion
- Numerical methods
- Circle theorems
- Gradients and rates of change
- Inequalities
- Vectors
- Growth and decay
- Equation of a circle
- Algebraic fractions
- Pre-calculus and area under a curve
- Transforming functions
- Sine and cosine rules

After the curriculum is completed, the students will spend the remainder of the year preparing for the exam by revising the KS4 topics. Students are also offered revision sessions and additionally some may be invited to intervention sessions.