Maths
Intent:
The curriculum has been designed to empower children with virtues that enable them to excel academically and spiritually inspiring them to serve humanity selflessly (Nishkam), with an abundance of love, compassion and forgiveness. The curriculum aims to support pupils to learn about peace, forgiveness, love and faith in the Divine through their academic subjects, faith practice and personal development.
Our curriculum is constructed around our vision to ensure we remain:
Faith-inspired: learning from the wisdom of religion.
Our pupils explore the divine context of humanity and wonder of all creation. They not only learn about, but also learn from, the wisdom of religions and in so doing explore the infinite human potential to do good unconditionally. We support pupils to develop aspects of their own religious, spiritual or human identities. They learn about serenity through prayer and humility in service and in so doing, they deepen their own respective faith, and respect the common purpose of all religious traditions, as well as respecting the beliefs of those with no faith tradition. They explore the unique divinity of the individual, and our common humanity.
Virtues-led: nurturing compassionate, responsible human beings.
We believe that the fostering of human virtues forms the foundation of all goodness. Our curricula are carefully enriched to allow experiences where our pupils, teachers and parents alike learn to grow through a conscious focus on virtues. Our virtues-led education approach helps to provide guidance to enable pupils to understand their choices in order to help lead better lives. Our pupils become self-reflective and flourish; they are able to build strong, meaningful relationships and understand their responsibilities to the global family and all creation, founded in faith. Pupils learn to experience faith through lived out through righteous living in thought, action and deed.
Aspiring for Excellence: in all that we do.
Our pupils and staff alike aim to become the best human beings they can possibly be, in all aspects of spiritual, social, intellectual and physical life. We foster a school culture which inspires optimism and confidence, hope and determination for all to achieve their best possible. This is accomplished through a rich and challenging curriculum, along with excellent teaching to nurture awe and wonder. Pupils gain a breadth and depth of knowledge and a love of learning to achieve their full potential.
The curriculum at Nishkam School West London has been carefully crafted to be broad, balanced and stimulating, giving every Nishkam student the opportunity to be knowledgeable, multi-skilled, highly literate, highly numerate, creative, expressive, compassionate and confident people. Knowledge-rich, skills based and Faith-inspired, the Curriculum at Nishkam School West London is delivered through three Golden Threads that are unique to our ethos and virtues:
1 Love and forgiveness vs. Enmity and Hate
2 Peace and Collaboration vs. Conflict and War
3 Trust in God
Every composite of our curriculum is constructed of components that have each of these threads at their core. These elements can be clearly identified in our subject-based curriculum maps and Schemes of Learning documents.
We believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for everyday life and future employment. The curriculum is necessarily aspirational, focused on excellence and on securing in all learners a love of learning through the acquisition of knowledge, the study and practice of faith, and an understanding of the world around them. One aspect of the curriculum is the school ethos of the golden threads. Students will learn via collaboration, peace, forgiveness, and love through each unit of work.
Our pedagogy is based on a mastery approach to the teaching of mathematics for understanding. We use an interleaved curriculum basing future teaching on the building blocks taught previously. The concepts are broken down into small connected and structured steps enabling application in a variety of concepts. We believe in a variation to develop deep and holistic understanding via procedural fluency and repetition of key facts to free up working memory. We will use manipulatives and multiple representations used to build and scaffold learning as well as marking and feedback that informs planning and addresses misconceptions promptly. Questioning will be planned intelligently and interventions that are timely, planned and effective based on rigorous assessments. Students who make mistakes will become resilient in their learning due to growth mindset that would have been embedded.
The national curriculum programme of study we ensure that our students study a breadth of mathematical concepts based around the key strands of number, algebra, ratio and proportion, geometry, measure, probability, and statistics. Each strand is broken down into key topics which are then separated into a sequence of learning objectives which each class moves through at the correct pace for the students. The curriculum is based on the GCSE qualification objectives. These are to:
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Develop fluent knowledge, skills and understanding of mathematical methods and concepts
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Acquire, select and apply mathematical techniques to solve problems
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Reason mathematically, make deductions and inferences, and draw conclusions
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Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
Being all through school allows for a smoother transition between KS2 to KS3 by collaborating with the primary maths lead and the students to harmonise the primary and secondary curriculum. During KS3 our students' study all of these topics each year, in ever-increasing depth and complexity to develop fluency in the fundamentals of mathematics. Repetition and practice help to promote recall and application of knowledge which will be required in order to access more complex problems in KS4.By ensuring the fundamentals are embedded during KS3 we create a solid platform on which to build in KS4, with a focus on application of content to complex problems.
For those that have not yet mastered the fundamentals there is a continued emphasis on repetition of key concepts and in depth understanding. However, for the more able students, the scheme of learning is designed so that key concepts are recapped quickly before spending more time exposing students to applied questions to develop depth of understanding and problem-solving techniques. From the SOW, teachers are able to choose the starting point for each unit depending on the needs and the ability of the class. This means that each year students revisit a topic, they start further along the progression through that topic. Class sizes get smaller as you move through the sets to provide the support that is needed for students to reach their target grades. In homework there is an emphasis on AO2/3 style questions to develop fluency and exam technique.
Implementation:
Primary Phase
Secondary Phase
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Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
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Year 7 |
Students will build their understanding on the basics of displaying data to have a smooth transition into the secondary phase. Thereafter the students will go into foundation of number.
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Students will build and develop on their algebra skills that has been taught in primary. The number skills will be delved into further while going into fractions with applied questions.
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Using the algebra skills and number skills taught the students will go into geometry. They can apply their skills and notations to build in geometric problems
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Students will go build on their algebra skills and number skills when delving deeply into decimals and equations. They will learn how to with real life concepts.
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Ratios and proportions are essential to building reasoning skills. The students will use what they have learnt to apply ratios and proportion in worded problems. These problems can also be used geometrically when going through shapes.
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The students will use what they have learnt from algebra and number skills to drawing graphs and see patterns in sequences.
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Year 8 |
We are revisiting Algebra from Year 7 and some number work to build fluency and greater depth in number and algebra
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The students will deeply into geometry to push their understanding on build problem solving skills.
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Using what they have learnt last term and in year 7, the students will push their geometry skills by going into transformation.
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Problem solving and complex questions in decimals and percentages will push the students into using number skills and algebra in tandem. Students will get used to using mathematical equipment such as a compass while working with geometric problems.
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Student will get introduced to complex ideas such as probability and similar shapes. This can deepen their number skills and work on geometric worded problems.
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We will work on graphs, by studying straight line graphs in depth. We will go in depth by going into real life graphs as well as seeing the complexities of graphs.
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Year 9 Higher |
The students start the 3-year GCSE curriculum. We begin with deepening pupils’ understanding of different representations of number, including standard form and surds.
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We go back to focussing on algebra, however the focus is on the application of algebraic skills to more complex contexts such as functions and rearranging formulae. In addition, pupils begin to explore the concept of proof, which is essential when studying maths to a higher level.
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We further develop students’ analytical skills through the study of averages and representing data. They become adept at interpreting graphs and statistics from real-world scenarios and are able to critically evaluate data and draw conclusions.
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We begin with deepening pupils’ understanding of different representations of number, including fraction, decimal and percentages. We also look at real-life applications of number to further enhance their understanding.
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We start this term by revisiting geometry topics and deepening the understanding from KS3. We will go into new concepts such as trigonometry to deepen the understanding of geometry
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We will work on graphs, by studying straight line graphs in depth. We will go in depth by going into real life graphs as well as seeing the complexities of graphs.
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Year 9 Foundation |
The students start the 3-year GCSE curriculum. We begin with deepening pupils’ understanding of different representations of number.
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We go back to focussing on algebra; however the focus is on the application of algebraic skills to more complex contexts such as functions and rearranging formulae.
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We further develop students’ analytical skills through the study of averages and representing data. They become adept at interpreting graphs and statistics from real-world scenarios and are able to critically evaluate data and draw conclusions.
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We begin with deepening pupils’ understanding of different representations of number, including fraction, decimal and percentages. We also look at real-life applications of number to further enhance their understanding.
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We focus on applying the key algebra skills recapped in Y7 in more complex contexts such as consolidating their understanding of equations through studying sequences
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We end this term by revisiting geometry topics and deepening the understanding from KS3.
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Year 10 Higher |
We start the year by revisiting angle facts and develop a greater understanding of circles. In addition, we continue to make links between algebra and geometry by tackling more complex geometric problems on 3D shapes.
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We revisit the topics studied at the end of Year 8 by going through transformations. In addition, we will start working with a compass again to complete construction and loci.
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We focus on applying the key algebra skills recapped in half term 1 to more complex contexts such as consolidating their understanding of equations through studying sequences. These topics are studied in greater depth than in Year 9 to ensure students develop a strong understanding and begin to form links between the algebra topics covered thus far.In addition we will revisit probability to merge the two concepts together.
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The focus of this half term is applying the number skills developed so far to real-life contexts through the topics of compound measures. We will also finish the unit of probability.
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This half term we will start to apply them to more complex situations, building on the 3D work that was introduced last half term for example by studying similarity in 3D objects. In addition, we will go through complex trigonometry. This will be delved into real life problems.
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Pupils’ data skills are honed further by revisiting topics first met in Year 7 and recapping them, before extending them to more complex situations such as histograms and cumulative frequency graphs.
There after the students will go further into graphs by going through algebraic graphs such as inequality regions.
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Year 10 Foundation |
We start the year by revisiting averages. In addition, we continue to make links between algebra and geometry by tackling more complex geometric problems on 3D shapes.
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We will work on graphs, by studying straight line graphs in depth. We will go in depth by going into real life graphs as well as seeing the complexities of graphs.
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We revisit the topics studied at the end of Year 8 by going through transformations.
In addition, the students will do real life complex questions on ratio and proportion
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The focus of this half term is applying the number skills developed so far to real-life contexts through the topics of compound measures. We will also finish the unit of probability.
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At the beginning of this half-term, we re-visit geometry, this time specifically looking at right-angled triangles and the topics of Pythagoras’ Theorem and trigonometry.
We will also revisit working with a compass again to complete construction and loci.
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At the end of this time the students will go through an depth look at ratio and proportion. They will also attempt the higher end of the foundation content of algebra to push their abstract thinking.
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Year 11 Higher |
We also start linking back to geometry and revisit angle facts through circle theorems. We will link fractions with algebra by going through the concept of algebraic fractions to strength their number skills and algebraic skills.
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We will further hone students’ application and problem-solving skills through the study of complex coordinate geometry problems involving straight lines and circles. Students also further develop their proof and deduction skills through the study of vectors and congruent triangles. In addition, we will complete complex questions to complete the GCSE curriculum,
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The top set will study an extra qualification (AQA Level 2 Further Mathematics). This will be completed in lessons and the students will have the option to take this qualification. This qualification will bridge the gap between GCSE and A-Levels.
The other classes will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE. |
The top set will study an extra qualification (AQA Level 2 Further Mathematics). This will be completed in lessons and the students will have the option to take this qualification. This qualification will bridge the gap between GCSE and A-Levels.
The other classes will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE.
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The top set will study an extra qualification (AQA Level 2 Further Mathematics). This will be completed in lessons and the students will have the option to take this qualification. This qualification will bridge the gap between GCSE and A-Levels.
The other classes will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE.
Examination Period
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The top set will study an extra qualification (AQA Level 2 Further Mathematics). This will be completed in lessons and the students will have the option to take this qualification. This qualification will bridge the gap between GCSE and A-Levels.
The other classes will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE.
Examination Period |
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Year 11 Foundation |
We start the year by revisiting angle facts and develop a greater understanding of circles. In addition, we continue to make links between algebra and geometry by tackling more complex geometric problems on 3D shapes.
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This half term we will start to apply them to more complex situations, building on the 3D work that was introduced last half term for example by studying similarity in 3D objects
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The class will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE.
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The class will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE.
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The class will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE.
Examination Period |
The class will recap and address misconceptions from the specification through high class quality teaching, addressing misconceptions, feedback and regular assessments. This will prepare them for the GCSE.
Examination Period
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Enrichment Opportunities:
The Mathematics department run a range of enriching activities in and out of the classroom. In the classroom, students can learn about enriching mathematical topics and activities through the exploration of concepts. All Students will complete various examples from non-worded to worded questions as well as non-algebraic to algebraic questions. All students in KS3 and KS4 will be stretched by having an in depth looks into concepts taught. For example, in Key Stage 3, students will learn about powers and roots and apply it the fractional and negative indices. In Key Stage 4, students will learn about indices and use that knowledge to complete the inverse function; logarithms. All students will also go through an array of worded problems and algebraic problems to logical think through solutions using what they have explored.
There are a wide range of extra-curricular clubs which are run in the Mathematics department. All students are encouraged to attend to help promote and develop a love of mathematics and problem solving in our students. UKMT is hugely popular across all year groups in both the individual and teams' challenges, and many of our students have been awarded bronze, silver and gold certificates, some even progressing to the Kangaroo and Olympiad rounds. The whole of year 7 will undertake the challenge as well as we top bands of year 8,9, 10 and 11.
To help the students develop the love for Mathematics we have dedicated a club to the Junior Mathematics Challenge (JMC) and the Senior Mathematics Challenge (SMC) to allows students to think beyond the curriculum and ask questions about Mathematics that promotes the goldens threads; collaboration and love. This club is undertaken weekly and the highest attaining students in mathematics partake in this club.
Pupils in the Primary Phase take part in a number of extra-curricular opportunities. These include NSPCC Number Day, the National Young Mathematicians' Award (UKS2), National Numeracy Day, Young Enterprise Fiver Challenge, First Mathematics Challenge (LKS2) and the Primary Mathematics Challenge.
We also offer a Chess club to our students providing them with the opportunity to learn how to play the game, and to play games against each other. We have created Maths inter form challenges and internal chess competitions. Chess can help you to think ahead, not rush your decisions, and weigh the pluses and minuses of your choices. This correlates to challenges we face in everyday life, and just as in chess, we try to make the best choices to develop positive outcomes for our lives. This club is open to all students in all year group and is undertaken weekly at lunchtime.
We have embedded cross curricular links with computing and science by creating STEM lessons. The STEM lessons can help students delve into real world problem using maths and science. These links are going with the virtues of the school to build the students’ intellectual curiosity. These lessons happen at the end of the term and is built into the curriculum that all year groups can undertake a certain STEM activity.
The Mathematics department created standalone lessons to promote all the golden threads (peace, collaboration, love and forgiveness) as well as commemorating black history. Students delve into the story behind the book by Margot Lee Shetterly, Hidden Figures. The students will delve into the cold war and how mathematics was used during this time period to help the United States of America compete in the space race. The students will undertake activities in understanding some of the mathematical terminology used in the movie for example prime numbers and tessellation. The students will learn about the roles of the main characters which will promote the type of careers you can achieve following mathematical pathway. The students will segue to how graphs are used in real life and how it is used in the Key Stage three and GCSE curriculum
At the end of year 11, the top set class will have the opportunity to study two extra maths qualifications, Further Maths GCSE and Additional Maths FSMQ. It offers the opportunity for stretch and challenge that builds on the Key Stage 4 curriculum and is intended as an additional qualification to the GCSE Mathematics, rather than as a replacement. The content assumes prior knowledge of the Key Stage 4 Programme of Study and covers the areas of algebra and geometry, which are crucial to further study in the subject, in greater depth and breadth. This qualification places an emphasis on higher order technical proficiency, rigorous argument and problem-solving skills. It also introduces calculus and matrices and develops further skills in trigonometry, functions and graphs. As a result, it bridges the gap between GCSE Mathematics and A-Level Mathematics.
Year 6 to 7 Transition:
Nishkam is a whole through school with half the internal students going to Nishkam secondary and rest being students from different primary schools from the local area.
The Primary lead and Secondary team have been in collaboration to create a curriculum in Year 7 that engages, challenges as well as provides a smooth transition to Year 7. This has been carefully thought out with half the students coming from schools in the local community. With our diverse cohort, the students will start on data handling. They have learnt how to draw and interpret bar charts, line graphs and pie charts which is part of the Key Stage three curriculum.
For the internal pupils, the Mathematics department have regular meetings with our primary counterparts to create a smooth transition plan with the Maths lead in primary and Year 6 teachers. Year 6 pupils take part in a trust wide project which has been designed to prepare them for the KS3 curriculum. The secondary mathematics teachers also conduct KS2 lessons for the students to provide a sample secondary lesson. This builds an early rapport with the pupils before they come to the secondary school and eases anxieties with the transition between primary and secondary.
The secondary mathematics teachers conduct KS2 lessons for the students to provide a sample secondary lesson. This builds an early rapport with the pupils before they come to the secondary school and eases anxieties with the transition between primary and secondary.
The Head of Secondary Maths and the Head of Key Stage 3 lead has access to Year 6 data via insight tracker. This provides an in-detail component by component review for each student. This allows the curriculum to be altered to the students’ needs. The Year 6 teachers provide handover notes about the students to provide a more holistic outlook of the student in mathematics to personalise their learning.
GL assessments are conducted in the beginning of Year 7. This is an accurate baseline to ensure the best starting point for each student to inform curriculum planning and teaching and learning. Every cohort is different so the data from assessments will inform decisions on what key topics to address during the year and use this as our base for retrieval practice.
Impact:
Formative assessment is an integral part of our approach to Teaching and Learning. Over the course of their study, we will use weekly cumulative formative diagnostic assessments (in class or for homework) to ensure that students are consistently retrieving their knowledge of different components. The purpose of this is to ensure all knowledge is retained (and any gaps are identified and addressed promptly) and to inform teachers’ planning. Using this style of assessment, we will make use of the advantages of spaced practice as well as allowing pupils to be able to apply their knowledge to a wide variety of contexts.
Students will also sit a summative assessment every full term. This assessment will be cumulative and will assess not only what the students have learned over the previous term, but also their understanding of all relevant material previously taught. Staff are supported to mark these accurately and post assessment moderation also takes place to ensure the validity of the data. All data is analysed centrally (not by teachers) and each Curriculum Leader is given a report outlining the areas of strength and weakness. Curriculum Leaders use this information to inform future planning, support with additional interventions and set changes.