Harrogate High School

Mathematics

Welcome to the Mathematics Department

The department aims to ensure that every pupil is educated to a high standard, appropriate to their ability. As a department we have a high expectation of each pupil. Mathematical education involves the development of concepts in Number. Algebra, Shape and Space and Data Handling and our prime objective is to equip pupils with the necessary skills associated with these Attainment Targets.

 Mathematics Film

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Teaching

All students are set by ability in each year to ensure they are able learn at a level appropriate to their current progress and attainment in Mathematics. This ensures that we can both support students who require intervention and stretch and challenge the more secure students.

Numerical fluency is the key to success in secondary Mathematics. To ensure our students achieve this we build upon the work at primary level on times tables for all students from Year 7 to Year 11, together with continuing to work on traditional methods of calculation for the four operations of addition, subtraction, multiplication and division.

Collaborative working is central to the delivery of the Mathematics curriculum across all years at Harrogate High School with all students seated in groups of 4 and Kagan teaching methods employed.

We assess all students at the end of each unit of work. The teacher feedback to the students highlights the strengths and areas for development and students will then ´close the gap´ in their understanding in a further lesson on the topic.

Independent Learning is regularly set using the MYMATHS website which provides accessible lessons alongside each task and instant feedback. Tasks on MYMATHS can be repeated until the student has mastered the topic.

 

Key Stage 3 (Years 7 and 8)

In Year 7 all students begin the year in mixed ability sets for the first half term working on a joint project in collaboration with the English and Science departments. During the first half term we also test all the students to assess their entry ability which allows us to place the students in an appropriate group for the rest of Year 7.

The students continue in ability sets through the remainder of Key Stage 3. We strive to ensure that all students are in the appropriate set and use the end of unit tasks, end of year tests and teacher assessment for this. This tracking allows us to predict expected outcomes for the end of the key stage and ensure we are able to offer after school intervention for any students who are likely not to achieve their expected progress.

 

Key Stage 4 (Years 9, 10 and 11)

Year 9 marks the start of the GCSE curriculum with students working towards their exams in Year 11. Students continue to be taught in ability sets.

 

There are two tiers of entry for GCSE, Foundation and Higher. From June 2017 there are three examination papers for each tier; each paper is 1 hour 30 minutes. There is one non calculator paper and two where the use of a calculator is permitted. We continue to assess the students throughout the three years of Key Stage 4 and students are entered for the tier best suited to their ability. We use the Edexcel examination board. The different tiers of entry allow for the different GCSE grades: 

Tier

Grades

Higher 

9 - 4

Foundation 

5 - 1

Examination: 100% 

 

Key Stage 5 (Years 12 and 13)

In Year 12 students are currently offered an AS Level in Mathematics, which comprises three modules: Core 1, Core 2 and Statistics. In Year 13 students study a further three modules to complete the Mathematics A level: Core 3, Core 4 and Mechanics. We use the Edexcel examination for this qualification.

 

The Key Stage 5 curriculum is currently under review and the curriculum and examinations will change in September 2017.


All students who have not achieved a good pass in Mathematics, currently a Grade C at GCSE, are required to continue to work towards this grade in Year 12 and 13.

Mathematics