KS5
The first half term of the A level course is spent on topics which assist the transition from GCSE to A level Mathematics. It is vital that we spend the first 6 weeks making sure that all students are supported with building their maths confidence in these topic areas.
A-level Maths start the Pure module with Algebraic expressions which covers topics such as Indices, Expanding Brackets, Factorising and Surds and an understanding of functions and their graphical transformations. These topics are prior knowledge that are essential for accessing the A-level curriculum but often some or all have only been covered at a surface level to achieve a target grade at GCSE- so our aim here is to ensure students have a thorough and concrete understanding of these topic areas and endeavour to make students aware of the links between these and future topics to come at the earliest stage.
The applied units closely follow the sequencing presented in the Edexcel textbooks as they are written to allow the necessary development and building of skills required for understanding these subject areas.
The Statistics module starts with Data Collection, a topic that should be familiar to students. This introduction relies heavily on recall and provides the foundational knowledge necessary to advance to Measures of Location and Spread. Statistics is taught before Mechanics so that students can develop and become competent in the skills presented in Pure Maths. Our aim is to enable students to make links between methods, mathematical thinking and reasoning required to solve problems presented in pure maths with those required for more specific mechanics type problems.
Our teaching approach includes interactive activities such as group discussions to enhance communication skills and develop understanding of mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study; lots of problem solving and real world modelling that allows students to use their mathematical knowledge to make logical and reasoned decisions when solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly; use of technology such as calculators and computers effectively and recognise when their use may be inappropriate ; take increasing responsibility for their own learning and the evaluation of their own mathematical development. This methodology aims to give students a deeper understanding of the topics, a closer look at the application of mathematical concepts in real-world problem-solving scenarios, and to develop their overall critical thinking skills in mathematics.
Formative baseline tests are taken by students before they begin studying the A level course. They assess key concepts that students are required to know to be successful on the course and help us to identify knowledge gap; targeted strategies are then employed to address these gaps. Such strategies might include assigning independent work, spending additional time on specific topics, and re-teaching essential prior knowledge before introducing new concepts.
We use assessments throughout the course to identify the strengths and gaps of a student’s own learning and to identify progress made. These assessments identify misconceptions and help us to de what needs to be revisited, retaught or reinforced. Assessments include the checking of substantive knowledge and disciplinary knowledge. In all assessments students are tested on new content, previous content, mathematical skills, and application where appropriate. Through regular assessments we move forward according to how secure students’ knowledge is. This cycle of assessment and feedback move students towards being confident expert learners.
In the department we assess using: baseline assessments, practice exam questions, end of topic cumulative assessments, and mock assessments. Students are provided with individual face to face feedback which informs the written feedback also given. Ongoing assessment for learning is also incorporated into every lesson.
Moreover, students are moving towards marking their own Tests, to understand the examiner’s perspective and the mark scheme, enabling them to critique their own work and identify mistakes. The green feedback sheet includes a reflection section for students to evaluate their revision techniques and their effectiveness. Additionally, after each assessment, students update their assessment tracker, which records all test and mock scores as percentages. This allows them to monitor their progress and focus less on the grades achieved.
The maths curriculum is designed to ensure that all students, regardless of SEN, learn the necessary objectives to succeed in maths. Teachers adapt their methods to meet diverse needs while maintaining high expectations for all students. They are familiar with their students and utilize IEP strategies to support them. For instance, slides may often be presented on a cream background to assist individuals with dyslexia.
To foster independent practice and cultivate a supportive learning environment, we host a weekly Maths club. Here, students have access to computers for completing homework, seek guidance from teachers on assignments or revision, or simply explore topics of interest. Additionally, interventions are conducted regularly throughout the year to provide targeted support to individuals across various aspects of their learning journey.
Mulberry UTC is part of the Mulberry Schools Trust which is a charitable company limited by guarantee registered in England and Wales (Company No. 10035860).
Company’s registered office: Mulberry Schools Trust, Richard Street, Commercial Road, London E1 2JP.
