MATHS, BH...

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Curriculum Lead Information

 

 

 

 

 

 

 

 

 

 

Karl Sullivan

 

Mths Curriculum Lead

Email: ksullivan@theblc.org.uk 

Tel: (0300) 3038384, option 2

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Our Schools Vision and Values

Our Aim

To identify and meet individual learning needs through a nurturing environment.

Our Objective

• To provide appropriate high quality learning opportunities for all.

• To develop practice partnership working with all stakeholders.

• To create an environment where opinions and views are respected and appreciated.

• To encourage everyone to develop their talents to enable them to take up their rightful place in their communities.

 

Mission Statement

We believe in a learning community where everyone feels valued, included and achieves.

 

MATHS

 

Intent

The Mathematics Department at Brownhill Learning Community believes in building confident, resilient pupils who have a love of mathematics. We aim to ensure that all our pupils set ambitious goals and to become independent, productive and successful members of society.

 

Pupils are encouraged to apply their knowledge, understanding and reasoning to solve real life mathematical problems within the subject, wider curriculum and outside world.

Implementation

Curriculum

The Curriculum aims to ensure that every pupil has their mathematical needs met regardless of background and ability. We offer three national qualifications covering ten ability levels ranging from Entry Level 1 to GCSE Higher. Key Stage 3 pupils have access to the full National Curriculum. Baseline and Progress assessments are conducted every unit to inform teaching and measure progress. Each unit is differentiated into 3 levels Emerging, Developing and secure.

 

Key Stage 3 Curriculum

In years 7-9, learners will follow the Key Stage 3 Curriculum. The curriculum is broken down into units. Units are differentiated into three levels of ability, Emerging, Developing and Secure. Each unit contains several topics. Learners will complete two assessments per unit. The first assessment will be a non-graded baseline assessment designed to establish prior knowledge and understanding of the upcoming topics. Learners complete the Baseline assessment at the beginning of the unit to enable the teacher to identify and address the areas to develop over the coming lessons. The second assessment is the Progress assessment. This assessment will be graded and compared to the baseline assessment to measure the progress made by the learner post teaching.

 

Key Stage 4 Curriculum

In years 10 & 11, pupils will be undertaking one or more nationally recognised Mathematics qualifications. Each qualification has provides opportunities for learners of all abilities to prove their mathematical knowledge and understanding.

 

 

Impact

Through the hard work, enthusiasm and determination of staff at Brownhill Learning Community, year on year, virtually every pupil leaves with a nationally recognised qualification in mathematics.

 

It is only in exceptional circumstances including situations beyond our control that a pupil will leave without gaining any qualification. Key Stage 4 pupils embark on a qualification pathway.

Each pupil is informed of the expectation and content of the qualification they are undertaking. Pupils are also informed of where the qualifications sits regarding Post 16 in help to inform them.

 

Pathways are not restrictive and pupils are encouraged to be ambitious.

Staffing and Responsibilities

 

The teaching of mathematics within the Brownhill Learning Community is the responsibility of all teaching staff. Key responsibilities will be distributed to three key members of staff:

 

Karl Sullivan – Curriculum Lead for Mathematics

Responsible for the day to day leadership and management of the Mathematics Department including monitoring overall progress and quality of teaching and learning within Brownhill Learning Community

 

Sean Benet – Maths Champion

Responsible for the day to day management of mathematics within Saxon Hall

 

Kieren Russell – Maths Champion

Responsible for the day to day management of mathematics within Heights Lane Site.

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