The maths department aim to provide our students with the skills and tools needed to solve problems in different contexts by applying their understanding of number, algebra, geometry and data handling.
The maths course at Key Stage 3 builds on the mastery of key number and geometry concepts studied in primary school and provides students with the necessary skills and knowledge to access the GCSE maths course in Key Stage 4. Year 7 and Year 8 students follow a mastery scheme of work in which teaching for understanding enables students to
continue their learning in number and geometry and extend this further into algebra and statistics. The scheme of work promotes a depth and breadth of understanding around each theme to ensure a fluent foundation is built and students’ deep understanding enables them to apply their skills and communicate their knowledge across a range of contexts and problems.
Edexcel GCSE Mathematics (9-1)
The maths course at Key Stage 4 builds on the mastery of key mathematical concepts acquired at Key Stage 3. Year 9 students follow a mastery scheme of work in which teaching for understanding enables students to continue their learning in key number concepts of ratio and proportional reasoning and geometry. The GCSE course is then
taught with the same principals of teaching for understanding in all strands of Number, Ratio and Proportion, Algebra, Shape and Space and Statistics. There is a high focus on problem solving, reasoning and communicating mathematics to ensure that students develop the skills they need to apply to the final examination questions.
Edexcel GCSE Mathematics (9-1) is assessed in the following way: Examination 100%
Edexcel GCSE Statistics ( 9-1)
The GCSE Statistics course at Key Stage 4 covers the whole range of statistical techniques for collecting, processing, representing and interpreting data from a variety of contexts and also in depth understanding of Probability. Teaching for understanding is promoted throughout to enable students to apply their learning to a range of problems in both familiar and non-routine contexts and to be able to model real life scenarios.
Edexcel GCSE Statistics is assessed in the following way: Examination 100%
Year 11 Maths Enrichment: Thursdays in the Canteen
All maths teachers run a weekly maths enrichment in the Canteen, led by Mr Turner (a.k.a. MCT), with food, drinks and lots of fun!
Maths Club: Fridays in B2
Miss Loughran’s Maths Club runs weekly where students look into the deeper meaning and fun stuff behind maths. Students from this club have competed in competitions, visited universities for lectures and been to the magical Bletchley Park.
All Outwood Academy Ormesby students have access to the greatest maths independent learning tool of all: HegartyMaths!
All you need to login is the name of your school, your name as it appears on SIMS and your date of birth. If you have any issues logging in, please request a password reset on HegartyMaths or see your maths teacher. Students are set a weekly task to complete by their maths teacher.
All Year 11 students are provided with a revision pack to support their independent learning in the GCSE year. The pack contains an Edexcel GCSE Maths Revision Guide, an Edexcel GCSE Maths Revision Workbook, a scientific calculator, an Oxford geometry set, and stationery to support their revision.
Mr N Turner – Associate Director of Maths & Head of Maths
Mr T O’Neill – Second in Maths
Ms C Bagley – Teacher of Maths
Miss S Green – Assistant Principal & Teacher of Maths
Mr F Hussain – Teacher of Maths
Ms R Loughran – Teacher of Maths
Ms A Pennington – Teacher of Maths
Mr A Richards – Vice Principal & Teacher of Maths
Mr S Smith – Associate Vice Principal & Teacher of Maths
Ms C Barker – 121 Tutor
Ms S Wilson – 121 Tutor
If you would like further information about the topics, themes or assessment for our curriculum or courses please contact: Head of Maths – Mr N Turner via firstname.lastname@example.org or on 01642 452191
Students’ spiritual, moral, social and cultural development is linked through our expectations that students make connections between their numeracy skills and real life. Students are asked to considering pattern, order, symmetry and scale. They are often asked to reflect on data that has moral and ethical implications; including chance games. We ensure that students are taught mathematics in collaborative learning groups and structures in order to develop their social skills and to gain an understanding that they need to listen to each other and carefully consider each others’ opinions.