Aim: To raise pupils’ interest and aspiration in Mathematics and to share and develop subject knowledge amongst teachers. To encourage more students to study Mathematics at A Level and beyond.
Background: The Mathematics department was achieving high results at Key Stage 4, and maintaining a 98% pass rate at Key Stage 5. The number of students that progressed from KS4 to study A Level Maths had always been respectable, however the number of students studying A Level Further Maths had always been very low.
Year 1: A Level Mathematics students volunteered their time to help students in KS3 lessons. Students who did not particularly enjoy Mathematics but enjoyed reading were encouraged to read books from the Mathematics book list. Teachers took students out on mathematical trips and UK Mathematics Trust challenges. A Level teachers did a test in the new modules they were teaching, both at the start of the year and the end of the year, and results were compared. Teachers attended continuing professional development (CPD) sessions, and this was measured through CPD evaluations on BlueSky.
Year 2: Various resources were used at Numeracy Club and students were taken on trips from Year 7 through to Year 13. Teachers attended specific CPD sessions, based on targets identified from observations.
Year 3: Students were enthused throughout the year via mathematical riddles, puzzles and jokes that had been incorporated into lessons. Teachers attended CPD sessions specifically targeted at showing them how to teach topics and they were given exercises and exam questions to complete and explain, in order to embed the teaching and learning.
Evidence: Student and staff feedback, exam results.
Impact: In 2013, 56 students sat AS-Level Mathematics, and in 2014 this rose to 71 students. Another significant increase was the number of students who studied Further Mathematics: 13 in 2012/2013 and 26 in 2013/2014. The increase was attributed to the significant number of extracurricular trips organised for Year 10-11 students in 2011-2013. Surveys showed students enjoyed Mathematics and wished to take it at A Level; however they were not always able to meet the entry requirements (Grade B at GCSE).
Teachers met regularly and were motivated to plan and deliver lessons in a collaborative fashion. The use of exams at the start, and then again at the end of the year, reflected each teacher’s growth in mathematical confidence. A review of the Mathematics department, conducted by the Senior Leadership Team, included lesson observations, all of which were graded as Outstanding or Good with Outstanding features. Students’ views were positive, reiterating that “teaching in Maths is excellent”.
Reflections: It would be beneficial to create a club that inspires students from an early age and then to track their involvement in any mathematical trips, competitions, A Levels and university options. This would be a better indicator of how effectively the students have been enthused.
Contact: Sally Ghattas, email@example.com