Functional Skills L1 & 2 and AQA Mathematics

Maths

The curriculum is organised within the remit of the KS3 & KS4 National Curriculum and considers all aspects of it suitable to our individual learners. As part of this, we offer routes from Pearson Functional Skills entry level one right through to AQA GCSE Mathematics. This allows the option of progression routes into Level 3 study, work or apprenticeships to suit the learner.

 

Maths Intent

Maths at The Heights, Burnley is personalised, structured and organised to ensure that all students make sustained and rapid progress, whilst embedding key mathematical skills to support further on-going study. We use varied approaches to lesson delivery and the starting points of students are considered key here as we strive to ensure every student leaves The Heights, Burnley with a qualification in maths relevant to their ability.

The maths curriculum intent is one of both inclusion and challenge, with assessment being rooted within each lesson and topic. The maths curriculum will develop students’ skills in mathematical reasoning, fluency and problem solving.

Students will develop fluency in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time. This will allow pupils to develop their conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Students will develop how to reason mathematically by following lines of enquiry, surmise relationships and generalisations, and developing an argument, justification or proof using mathematical language. These skills will allow them to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Thus, developing individuals’ confidence in these areas in order to increase employability and equip students with the skills they need to be successful in post-16 education and beyond.

The variety and breadth of topics covered in maths will be used to promote healthy discussions, which will contribute to improving the social, emotional and mental health of our students and enable them to foster good personal and professional relationships in future.

 

Curriculum Content

The following topics and themes are taught at The Heights, Burnley to support the effective implementation of the maths intent statement and to support our delivery of the Maths National Curriculum.

All students deserve a broad and ambitious maths curriculum, rich in skills and knowledge, which engages and prepares students well for future learning or employment. Our schemes of work build upon numeracy skills developed within Key Stage 2, but are also robust and rigorous in content to cope with the demands of Key Stage 4.

 

Our maths curriculum will give students the opportunity to:

 

At Key Stage 3

Develop fluency

  • consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
  • select and use appropriate calculation strategies to solve increasingly complex problems
  • use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
  • substitute values in expressions, rearrange and simplify expressions, and solve equations
  • move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
  • develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
  • use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.

Reason mathematically

  • extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
  • identify variables and express relations between variables algebraically and graphically
  • make and test conjectures about patterns and relationships; look for proofs or counterexamples
  • begin to reason deductively in geometry, number and algebra, including using geometrical constructions
  • interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
  • explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.

Solve problems 

  • develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
  • develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
  • begin to model situations mathematically and express the results using a range of formal mathematical representations
  • select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems.

 

At Key Stage 4

Develop fluency

  • consolidate their numerical and mathematical capability from the previous key stage and extend their understanding of the number system to include powers, roots {and fractional indices}
  • select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy
  • consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}
  • extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities
  • move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions
  • use mathematical language and properties precisely

Reason mathematically

  • extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically
  • extend their ability to identify variables and express relations between variables algebraically and graphically
  • make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs}
  • reason deductively in geometry, number and algebra, including using geometrical constructions
    • interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
      • Solve problems
        • develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
        • develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts
        • make and use connections between different parts of mathematics to solve problems
        • model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions
        • select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their solution in the context of the given problem.

        Specifically, the following aeras will be taught and build on prior learning; Numbers, algebra, ratio, proportion, rates of change, geometry measure, probability and statistics.

         

         

         

        Implementation

         

        In order to achieve this all students, access numeracy support through lessons and targeted interventions as appropriate from identified needs. Skills are built through the independent use of BKSB online which tailors learning and identifies gaps and progress is tracked here. Numeracy is delivered across all the subject areas where appropriate. Pupils will take entry level exams where appropriate, moving on to functional skills levels throughout Year 9 and KS4. With the intention to build resilience and confidence allowing most if not all to access the GCSE syllabus, with the aim of taking the maths foundation and, where appropriate maths higher exams. Numeracy skill building opportunities are delivered within the lessons at the appropriate level for the students’ learning journey.

“We are passionate about making a difference, removing challenges to learning, having a positive impact, delivering high quality teaching and learning, and achievement for all.”

Susannah Berry, Headteacher