Subject Leader – K Wharton-Darke
Teacher – H Veal
Teacher – J Evora
Teaching Assistant – Z Barnes
Teaching Assistant – E Dykes
Teaching Assistant – J.Palmer
Whilst we know and understand that learners come to Southbrook with many different experiences, abilities and emotions towards learning maths, as a department we encourage a growth mindset with the aim that all pupils will enjoy and thrive in the subject. Pupils have 5 lessons of maths each week through KS3 and a minimum of 4 lessons through KS4, with some having 5 (if they are taking GCSE).
In our department we believe that:
- Everyone can progress in maths!
- The speed of progress is not important and is likely to be different for different students
- Maths can be done in many different ways using many different methods
- We can use a variety of resources, tools & methods to learn and make progress in maths which should always be available to students. Each student will have a unique learning journey, supported through skilled, imaginative, creative and differentiated teaching and learning so that every pupil leaves Southbrook having been given the opportunity to reach their potential.
- Mistakes are valuable, they encourage brain growth and learning
- There are no wrong answers, they are just not correct yet. There is no shame in making mistakes; they are and essential and valuable part of learning which should be celebrated not hidden.
- Maths will help you in life, not just with numeracy skills but because it makes your brain think abstractly (in different ways).
- Although practical skills lie at the heart of the needs for most pupils at Southbrook, maths also provides them with the opportunity to develop reasoning, sequencing, problem solving and coordination skills as well as something they can enjoy doing because it’s just fun to do!
Key Stage 3
Assessment in KS3 is against our Progression Pathway and works cohesively with our scheme of work (which you can find at the bottom of the page). We use pre and post unit tasks to set targets for pupils for each unit of learning. The initial task is used formatively to inform the teacher of what level they need each student to work towards. This is particularly useful, as our pupils often have a varied profile of skills so this enables us to flex around the pupils needs. The post unit assessment is used a point of reflection for pupils as well as the teachers to look at what went well and what needs further work. The emphasis being away from looking at overall attainment but rather individual learning needs.
At the start of year 7 we also baseline numeracy skills using the Sandwell Numeracy Assessment. We re-test at the end of year 9 and 11 as a way of reflecting and monitoring more globally a student’s progress through the key stages.
Key Stage 4
Assessment in KS4 follows a more formal structure since all students will follow the AQA Entry Level Certificate, which has a modular structure. Within this, students which have been identified (usually through KS3) as following a GCSE pathway will also be monitored by individual teacher-led assessments, which may consist of a variety of different techniques including exam papers, teacher-written tests, AFL data, or teacher judgement.