We believe that Maths is for everyone. We believe that it is diverse, engaging and essential in equipping students with the right skills to succeed in their future careers. We recognise that for many students they have a passion for mathematics from KS4 but wish to explore the relevance of the subject in more detail. Therefore, we instill a sense of purpose for the students by presenting Mathematics in real world situations. We know that many of our students enjoy Maths and want to take it further. We will cultivate their curiosity, providing challenge through real-life problems, as well as information on Maths related careers. The course will prepare students for further academic study ensuring they can access university courses, as well as develop the fundamental knowledge and skills to apply maths to practical problems encountered in the workplace and in other aspects of life. In essence, we want our students to see the relevance of Mathematics by learning skills that support other courses and the workplace.
GCSE Mathematics: 5
The course has been designed with an initial focus on the crossover topics between GCSE and L3 Mathematics. Once the students have developed their confidence, we introduce the statistics part of the course. We will use retrieval practice and DNAs to build students’ confidence and fluency in the fundamentals of Mathematics. This will also form the basis of a prior knowledge check and highlight any misconceptions before introducing new concepts. We will use real life projects to introduce new concepts and cement prior knowledge. These projects will run alongside the use of textbooks. We ‘model the method’ so that students are clear about how to structure their answer in a systematic way and the 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. We model verbal mathematical reasoning and explicitly teach Tier 2 and 3 vocabulary, encouraging students to explain their mathematical reasoning once a week. We will facilitate increasing responsibility for their own learning and the evaluation of their own mathematical development, allowing students time to reflect on their performance, their key strengths and areas for development. 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. Students will work in squared exercise books. Twice per term students will complete a purposeful assessment and will receive detailed feedback and model answers. This will be kept in their own portfolio folder. Half Term 1 Portfolio 1: Initial Assessment on Suitability for Course Portfolio 2: Assessment on the key GCSE Skills that make up 30% of exam [Data Collection] Half Term 2 Portfolio 1: Knowledge Quiz on The Normal Distribution Portfolio 2: Paper 1 Assessment [Data Collection] Half Term 3 Portfolio 1: Assessment on PMCC Portfolio 2: Paper 1 Assessment [Data Collection] Half Term 4 I will remember these key skills by undertaking daily DNAs and weekly quizzes. Portfolio 1: Paper 1 Mock Portfolio 2: Paper 2 Mock [Data Collection] Half Term 5 I will remember these key skills by undertaking daily DNAs and weekly quizzes. Portfolio 1: Paper 1 Portfolio 2: Paper 2 [Data Collection]
About Education Provider
| Region | London |
| Local Authority | Hounslow |
| Ofsted Rating | Good |
| Gender Type | Mixed |
| Address | Browells Lane, Feltham, TW13 7EF |
We believe that Maths is for everyone. We believe that it is diverse, engaging and essential in equipping students with the right skills to succeed in their future careers. We recognise that for many students they have a passion for mathematics from KS4 but wish to explore the relevance of the subject in more detail. Therefore, we instill a sense of purpose for the students by presenting Mathematics in real world situations. We know that many of our students enjoy Maths and want to take it further. We will cultivate their curiosity, providing challenge through real-life problems, as well as information on Maths related careers. The course will prepare students for further academic study ensuring they can access university courses, as well as develop the fundamental knowledge and skills to apply maths to practical problems encountered in the workplace and in other aspects of life. In essence, we want our students to see the relevance of Mathematics by learning skills that support other courses and the workplace.
GCSE Mathematics: 5
The course has been designed with an initial focus on the crossover topics between GCSE and L3 Mathematics. Once the students have developed their confidence, we introduce the statistics part of the course. We will use retrieval practice and DNAs to build students’ confidence and fluency in the fundamentals of Mathematics. This will also form the basis of a prior knowledge check and highlight any misconceptions before introducing new concepts. We will use real life projects to introduce new concepts and cement prior knowledge. These projects will run alongside the use of textbooks. We ‘model the method’ so that students are clear about how to structure their answer in a systematic way and the 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. We model verbal mathematical reasoning and explicitly teach Tier 2 and 3 vocabulary, encouraging students to explain their mathematical reasoning once a week. We will facilitate increasing responsibility for their own learning and the evaluation of their own mathematical development, allowing students time to reflect on their performance, their key strengths and areas for development. 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. Students will work in squared exercise books. Twice per term students will complete a purposeful assessment and will receive detailed feedback and model answers. This will be kept in their own portfolio folder. Half Term 1 Portfolio 1: Initial Assessment on Suitability for Course Portfolio 2: Assessment on the key GCSE Skills that make up 30% of exam [Data Collection] Half Term 2 Portfolio 1: Knowledge Quiz on The Normal Distribution Portfolio 2: Paper 1 Assessment [Data Collection] Half Term 3 Portfolio 1: Assessment on PMCC Portfolio 2: Paper 1 Assessment [Data Collection] Half Term 4 I will remember these key skills by undertaking daily DNAs and weekly quizzes. Portfolio 1: Paper 1 Mock Portfolio 2: Paper 2 Mock [Data Collection] Half Term 5 I will remember these key skills by undertaking daily DNAs and weekly quizzes. Portfolio 1: Paper 1 Portfolio 2: Paper 2 [Data Collection]
