Our core purpose is to promote the enjoyment of mathematics, whilst building confidence and curiosity in our students by encouraging them that ‘it’s ok to make mistakes because mistakes allow thinking to happen’ We aim to deepen their mathematical knowledge, challenge their thinking and develop their skills in articulating mathematical language. We want students to build on their mathematical resilience, attempting questions once, twice or even three times without giving up. Furthermore, to build resilience in response to the unfamiliar using highly developed analytical, reasoning and problem solving skills that require them to decide on effective methods. Opportunities are sought to teach the history and development of mathematics through the ages. Contextualised mathematics will show students the relevant application of their study to 'real world' problems. Students are encouraged to study Mathematics at University and will be well prepared through the effective delivery of the core content and the insistence on developing mathematics from first principles. These fundamental skills also complement the study of subjects such as IT, Computer science, Economics and Business alongside generic, logical problem decomposition.
GCSE Mathematics: 7 GCSE English: 6 4 other GCSE graded 9-6
The course structure focuses on knowledge acquisition whilst continually building on prior knowledge, building meaningful schema throughout. The curriculum has been sequenced in a way that enables students to not only explore new concepts using prerequisite skills from chapters within the unit, but also across the Pure and Applied units. A range of DNAs are used at the start of every lesson and focus on knowledge recall; this will also form the basis of a prior knowledge check and highlight any misconceptions. We will introduce new concepts using visual resources and videos, encouraging students to make connections within and between units. We ‘model the method’ so that students are clear about how to structure their answer in a systematic way and use of correct mathematical notation. Students are given time in lessons to apply this new content and are shown unfamiliar style questions so that they become resilient. The questions we select will vary in style and difficulty so that all students are supported and stretched. Students are encouraged to self mark so that they can address mistakes/misconceptions within the lesson. This will also enable them to become more confident as they complete the task. There are opportunities for students to make connections with real life applications and with other topics where this can be applied. We model verbal mathematical reasoning and explicitly teach Tier 2 and 3 vocabulary. There is a high-accountability expectation of 2-3 hours Prep to be completed each week. Very often this will require students to consolidate knowledge of what they have learnt and consist of a selection of graded exam-style questions. This may take the form of last lesson, last week, last month so that students are continuing to tap into their long term memories. Students will work in squared exercise books. Twice per term students will complete a purposeful topic based assessment and will receive detailed feedback and model answers. All classwork, notes and assessments will be kept in a folder and students must bring this to every lesson.
About Education Provider
| Region | London |
| Local Authority | Hounslow |
| Ofsted Rating | Good |
| Gender Type | Mixed |
| Address | Browells Lane, Feltham, TW13 7EF |
Our core purpose is to promote the enjoyment of mathematics, whilst building confidence and curiosity in our students by encouraging them that ‘it’s ok to make mistakes because mistakes allow thinking to happen’ We aim to deepen their mathematical knowledge, challenge their thinking and develop their skills in articulating mathematical language. We want students to build on their mathematical resilience, attempting questions once, twice or even three times without giving up. Furthermore, to build resilience in response to the unfamiliar using highly developed analytical, reasoning and problem solving skills that require them to decide on effective methods. Opportunities are sought to teach the history and development of mathematics through the ages. Contextualised mathematics will show students the relevant application of their study to 'real world' problems. Students are encouraged to study Mathematics at University and will be well prepared through the effective delivery of the core content and the insistence on developing mathematics from first principles. These fundamental skills also complement the study of subjects such as IT, Computer science, Economics and Business alongside generic, logical problem decomposition.
GCSE Mathematics: 7 GCSE English: 6 4 other GCSE graded 9-6
The course structure focuses on knowledge acquisition whilst continually building on prior knowledge, building meaningful schema throughout. The curriculum has been sequenced in a way that enables students to not only explore new concepts using prerequisite skills from chapters within the unit, but also across the Pure and Applied units. A range of DNAs are used at the start of every lesson and focus on knowledge recall; this will also form the basis of a prior knowledge check and highlight any misconceptions. We will introduce new concepts using visual resources and videos, encouraging students to make connections within and between units. We ‘model the method’ so that students are clear about how to structure their answer in a systematic way and use of correct mathematical notation. Students are given time in lessons to apply this new content and are shown unfamiliar style questions so that they become resilient. The questions we select will vary in style and difficulty so that all students are supported and stretched. Students are encouraged to self mark so that they can address mistakes/misconceptions within the lesson. This will also enable them to become more confident as they complete the task. There are opportunities for students to make connections with real life applications and with other topics where this can be applied. We model verbal mathematical reasoning and explicitly teach Tier 2 and 3 vocabulary. There is a high-accountability expectation of 2-3 hours Prep to be completed each week. Very often this will require students to consolidate knowledge of what they have learnt and consist of a selection of graded exam-style questions. This may take the form of last lesson, last week, last month so that students are continuing to tap into their long term memories. Students will work in squared exercise books. Twice per term students will complete a purposeful topic based assessment and will receive detailed feedback and model answers. All classwork, notes and assessments will be kept in a folder and students must bring this to every lesson.
