Maths & Numeracy

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is very important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.

Mathematics enables pupils to build a secure framework of logical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.

The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World.

AIMS

• To set challenging targets with high expectations for all pupils.

• To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.

• To smooth the transition for pupils between Key Stages and ensure progression
  in teaching and learning throughout their time at The Oldham Academy North.

• To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.

OBJECTIVES

At the end of his/her mathematical education in this school, each pupil will be able:

• To perform basic numeracy skills

• To perform the basic mathematical skills needed in his/her chosen career
  or for entry to higher or further mathematical education

• To understand the mathematics likely to be encountered in daily adult life

• To reason clearly and logically, and to set out a rational argument

• To identify patterns encountered in diverse situations and to extrapolate from these

• To approach problems systematically, choosing appropriate techniques for their
  solution

• To follow logical instructions clearly expressed

• To experience satisfaction in and enjoyment of his/her mathematical achievements

• To obtain any formal mathematical qualifications needed for his/her chosen career

• To obtain his/her best possible results at KS3, KS4, and enable progression onto
  AS/A Level & other Sixth Form courses.

• In addition, we hope that pupils will acquire the logical abilities characteristic of a
  mathematician

• Even though pupils are organised in ability sets, there can still be a wide range
  of attainment in the class. We aim to:

• Establish a classroom climate where all pupils feel that they can contribute, and
  which secures their motivation and concentration;

DIFFERENTIATION

• Even though pupils are organised in ability sets, there can still be a wide range of
  attainment in the class. We aim to:

• Establish a classroom climate where all pupils feel that they can contribute, and
  which secures their motivation and concentration;

• Adopt teaching and organisational strategies to keep all pupils suitably challenged,
  while giving them maximum opportunity to interact with their teacher;

• Provide appropriate support, aids or interventions to give particular pupils access to
  the planned programme and to keep any who might fall behind in step with the rest
  of their class.

• Examples of strategies include:

• Questioning – targeting individuals or groups, open questions, encouraging pupils
  to explain strategies and methods to each other.

• Teaching focused at times on individuals/groups while others work independently.

• Targeting teacher’s own support or the support of additional adults (for example,
  Teaching Assistant, EAL/SEN support) in the classroom.

• Providing resources to support particular pupils.

• Open-ended tasks – investigations, problems.

• Providing extension material 

At Key Stage 4 the department enters pupils for the Edexcel Linear GCSE exam, with pupils given the opportunity for early entry in Y10 if they display the ability to cope with the work at grade C level or above.

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