Mathematics at KS3 INFORMATION EVENING CHESTERTON COMMUNITY COLLEGE

At Chesterton we…  Have high expectations of all students  Expect all students to work hard  Expect all students to be resilient  Expect all students to maintain a positive attitude  Have excellent results:  39%A*A; 85% A*-C

It is not because things are difficult that we dare not venture. It is because we dare not venture that they are difficult. Seneca

New Maths GCSE from 2017  Higher-grades 4 to 9 ( C to A**)  Note 9 is a competitive grade- top 3%. Currently 6% nationally get A* (Chesterton had 23% A*)  Foundation- grades 1 to 5 (G to low B)

Year 7 sets, teachers and curriculum and contact Year 7 ClassSoLTeacher 7raa HigherEwen Chamberlain/Jo Howe 7faa HigherJo Howe 7rab HigherWendy Lee 7fab1 HigherLiz Hill 7fab2 HigherJames Quarrington 7ac1 HigherJo Scholten 7ac2 FoundationBarbara Sterecki 7c FoundationLisa Kennedy

Year 8 sets, teachers and curriculum ClassSoLTeacher 8raa Higher James Quarrington/Wendy Lee 8faa HigherWendy Lee 8rab HigherEwen Chamberlain/ Jo Howe 8fab1 Higher Jo Scholten/ Ewen Chamberlain 8fab2 FoundationJo Howe 8ac FoundationBarbara Sterercki 8c FoundationNayeerah Allybux

Year 9 sets, teachers and curriculum  No early entry GCSE ClassSoLTeacher 9rextHigherNayeerah Allybux 9fextHigherJames Quarrington 9raaHigherJo Howe/ Wendy Lee 9faaHigherBarbara Sterecki 9rabHigherJo Scholten/ Andy Cornick 9fabHigherAndy Cornick 9facFoundationWendy Lee 9racFoundationEwen Chamberlain 9fcFoundationEwen Chamberlain

Mastery  Mastery is something that we want pupils to acquire. All pupils.  So a ‘mastery maths curriculum’, or ‘mastery approaches’ to teaching maths, or ‘mastery teaching’ in maths lessons all have the same aim—to help pupils, over time, acquire mastery of the subject.  And mastery of maths means a deep, long-term, secure and adaptable understanding of the subject. Among the by-products of developing mastery, and to a degree part of the process, are a number of elements:  fluency (rapid and accurate recall and application of facts and concepts)  a growing confidence to reason mathematically  the ability to apply maths to solve problems, to conjecture and to test hypotheses.  Mastery of maths, which should build gradually as a child goes through school, is a tool for life, and immeasurably more valuable than the short term ability to answer questions in tests or exams.

Resources  The teacher  Intervention and support staff  Text books  Mymaths  Mathswatch

The curriculum 

What you can do to support your child  Talk about what they have learned  Always be positive about maths  Sensible support with homework  Mental maths and problem solving  Assessment dates are on the website

I am always doing that which I cannot do, in order that I may learn how to do it. Picasso