Mathematics and Statistics
The Mathematics curriculum at Beauchamps High School has been designed to allow students to develop a mastery of the broad range of topics covered throughout Key Stages 3, 4 and 5. As well as a depth of understanding, we intend to promote a curiosity and enjoyment of the subject, and ensure that all students are able to reach their potential within the subject. Relevance of Maths is a key focus throughout the curriculum. Students are engaged by recognising how frequently they use Maths and how their Maths understanding feeds into other areas. The knowledge and skills developed throughout their studies, as well as the qualifications students achieve in the subject, should equip them either to pursue a future studying and working within Maths, or to use in a wide range of careers and scenarios.
All students at Beauchamps High School are taught in differentiated, engaging lessons, where depths of understanding are explored, and tricks and shortcuts are discouraged. At every possible opportunity references to relevance in everyday life, future careers and cross-curricular links are explicitly made to students. The emphasis of fundamental skills such as the correct use of language is visible through all Key Stages.
Students in Year 7 all students have the opportunity to learn new skills with a deep understanding of where the connections between various mathematical areas are, as well as expanding on and mastering skills developed throughout the Key Stage 2 curriculum.
There are several topics in Year 7. Firstly, number skills; including the use of the four operations, rounding, time and money, factors and multiples, order of operations, and square and cube numbers. Later in the year these number skills are developed further to include fractions, decimals and percentages in various contexts. The second topic, which is focused on as a skill as well as a new topic, is algebra, including simplifying, substitution, and solving equations. Again this is something which is developed throughout the year, in this case onto sequences and graphs. The penultimate overarching topic for the year is statistics and data, including probability, analysing data, and displaying data. The final topic covered is geometry, consisting in Year 7 of 2D and 3D shapes, perimeter and area, and angle rules. These topics have been introduced in Key Stage Two, but now the focus is on deepening understanding and stretching and challenging to higher level questions.
Students identified as not ‘secondary ready’ are included in our Year 7 catch-up programme, led by a teacher with experience in Key Stage 2.
Higher attaining students are offered the chance to take part in the UKMT Junior Maths Challenge, allowing them to develop their understanding of problem solving whilst putting their skills against students of similar attainment nationally.
In Year 8 the focus is on introducing new topics from the Key Stage Three curriculum whilst building on those that were introduced in Year 7. As with Year 7, the initial focus is on number skills, only this time looking at prime factors, standard form, indices and significant figures. This also links to the ratio and proportion content covered later in the year. Fractions, decimals and percentages are developed further in Year 8 as well. Algebra understanding and use is extended into Year 8, with more of a focus on equations and links to problem solving, as well as using algebra graphically.
Statistics is taken further with the introduction of other forms of analysing and displaying data, as well as taking probability to a more challenging context. Finally the geometrical elements of Maths are further developed by looking at area, perimeter and volume in more demanding contexts.
Higher attaining students in Year 8 are offered the opportunity to study for an additional qualification in Maths, the Level 2 Edexcel Award in Algebra. This promotes a passion for the subject through exposing them to areas of Maths they will not encounter in Key Stage 3 and encouraging students to consider pursuing studies and a career in Maths in the future. Students are given the chance to take part in the UKMT Junior Maths Challenge again.
Year 9 is very much a blended year. As with Year 7 and 8 there are clear focuses on the big concepts in Maths; number skills, algebra, statistics and data, and geometry, but we will also introduce element of the GCSE course to prepare the students for Key Stage 4.
Higher attaining students in Year 9 progress to the Intermediate UKMT Maths Challenge.
A small number of students take the alternative Level 1 Entry Level Course to ensure they are equipped with the key skills in finance and time, whilst also giving them a credible qualification in Maths.
Key Stage Four begins in Year 10. The topics covered begin to encompass the more challenging areas of Maths. Students will be exposed to concepts such as Trigonometry, albeit to differing depths, as well as other geometrical concepts such as further development of Pythagoras’ theorem, transformations and constructions and in some cases looking at circle theorems. Elsewhere the development of algebra continues with a focus on quadratics, rearranging difficult formulae, algebraic fractions and non-linear graphs. Alongside these key topics, students still develop their mastery of understanding of fundamental mathematical skills seen at Key Stage Three.
Higher Attaining provision is also similar in Year 10 with the UKMT Maths Challenge being offered.
In Year 11 the content covered is determined by the students’ tier of entry.
All students are encouraged to think about their options beyond Year 11. There are currently three courses offered in Year 12 for Maths; A Level Mathematics, A Level Further Mathematics, and AQA Level 3 Certificate in Mathematical Studies. Having this breadth of choice enables the majority of learners to consider continuing their Maths studies post 16.
Year 12 & 13
Throughout Year 12 and 13 students are taught in mixed classes based on the options they chose.
The A Level Maths the course is split into two thirds Pure Maths third being split equally between Mechanics and Statistics. The overarching themes of Pure Maths; algebra, calculus, polynomials, trigonometry, graphs, vectors, circles, and some areas of number such as surds, all lend themselves in some way to helping students’ understanding of the applied areas of the course. Within these applied areas students focus on; constant and variable acceleration, kinematics, moments and pulleys within Mechanics; the Statistics focus is on analysing and displaying data, which is an extension from Key Stages 3 and 4, and distributions including binomial and normal, probability, and hypothesis testing.
In Further Maths there is an equal split between the Pure Maths, known as Core Pure Maths, and the applied content. The applied content has an element of choice and at Beauchamps High School we choose to study Further Statistics, developing on the statistical knowledge from A Level Maths, and Decision Maths, a new concept to students which focuses on algorithms.
Higher attaining students are given the opportunity to take part in the UKMT Senior Maths Challenge, whilst taking part in external student events run by organisations such as the Advanced Maths Support Programme (AMSP).
The AQA Level 3 Certificate in Mathematical Studies is an alternative Maths course at Level 3 aimed at students who wish to study Maths beyond GCSE but not the full A Level course. It is of great benefit to other subjects, most notably Science, Geography and Business/Economics, due to its statistical and financial content, but also sets students up well for real-life mathematical scenarios such as tax, national insurance, interest rates, student loans, and mortgages. The statistical content is directly relevant to several other subjects at both Level 3 and degree level, again meaning these lessons will directly prepare students for further studying in various disciplines.
The Key Stage 5 Leader oversees intervention for Year 12 & 13, and the focus is determined by two criteria. Firstly it is done through identifying which topics require more practice for a significant number of students, and secondly targeting those students who may be struggling to access the challenging content or not quite making the progress they could be making.
In Year 9 students are offered the chance to take a taster into a GCSE Statistics qualification. The GCSE Statistics course covers a wide range of topics such as representing and processing data, correlation, sampling, probability and distribution, all of which develop students’ mathematical understanding into an applied statistical context. For students who wish to study Maths beyond Key Stage 4, this course provides an insight into what will be studied and indeed why Statistics is such an important area of the subject.
The GCSE Statistics students from Year 9 continue their studies in Year 10 with a view to completing the course at the end of the academic year. The high level analysis completed in this course benefits not only into A Level, but also in developing their skills and understanding for the GCSE Maths course.
The intervention provision in this area is overseen by the Statistics Coordinator, focusing on ensuring students are making appropriate progress in the subject.
Home Learning and extra-curricular
Homework tasks are set weekly from Year 7-13 and vary in nature between online tasks to assessed work. All students across all key stages are offered support with these tasks from their class teacher, or at the weekly Maths club, which also offers support for in-class activities or provides additional material for students looking to stretch and challenge themselves. The purpose of homework may in most cases be fluency of a topic studied in class, but it can also be used as a source of re-visiting prior learning, or pre-research of a new topic that will be covered.
Students leave Beauchamps equipped with the skills and knowledge applicable to a wide range of situations and careers. This is demonstrated in a number of ways, whether that be through strong examination results, or also the fact that Maths is frequently the most popular A Level in the Beauchamps High School Sixth Form. Many of these students embark on careers or university courses in Maths or a Maths-related discipline.
Ryan H, ex-A Level Maths and Further Maths student: “My Maths education at Beauchamps High School is one of the main reasons why I have become a successful mathematician. The teaching was always of a high standard and I was always given all the support I needed to be successful. This has resulted in me being able to easily apply what I have learnt to my university course and has led to me attending the LMS summer school as a top undergraduate. This wouldn't have been possible without the solid mathematical foundations provided to me by Beauchamps High School. I may have left Beauchamps High School as a student, but I am still offered support, and this has provided a path for me to go into a teaching career once I graduate”.
Annie B, ex-A Level Maths and Further Maths student: “I studied Maths at Beauchamps High School from Year 8 until year 13, and the support of the teachers helped me pass my GCSEs and Maths and Further Maths A-Levels. All the teachers support their students in many ways, either one-on-one help, or after school intervention. Their help inspired me to do a Maths degree and aim to become a Maths teacher. With their help I was able to get onto the Future Teaching Scholarship.”
Emily H, Level 3 Certificate in Mathematical Studies student: “Maths at Beauchamps High School has been a really valuable experience. It has taught me real-life skills and prepared me well for life after school. The skills I learned also helped me in other subject such as Biology.”
Millie T, Entry Level student: “I have found Maths at Beauchamps High School really helpful, as I find myself using it in everything I do. When studying Maths I didn’t feel under pressure from my teacher as she was very supportive.”
Alfie H, Level 2 Award in Algebra student: “The extra help I got in my Algebra Level 2 course was really helpful as it helped me in my Maths lessons as well. I find the lessons accessible and get extended when I find something easy.”