Welcome to the Maths Department

… where we proudly foster a ‘can do’ attitude with our ‘YesUCan’ mindset.

Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Pittville School to experience the beauty, power and enjoyment of mathematics and to develop a sense of curiosity about the subject.

At Pittville, we have high expectations for all students, we foster positive ‘can do’ attitudes and believe all pupils can and will achieve in mathematics by providing opportunities for all pupils to develop the depth and rigour they need to make secure and sustained progress over time. We reject the idea that a large proportion of people ‘just can’t do maths’. All students are encouraged by the belief that by working hard at mathematics they can succeed and that making mistakes is to be seen not as a failure but as a valuable opportunity for new learning. We fully embrace the principles of Teaching for Mastery and teach for secure and deep understanding of mathematical concepts not tricks/rules with no meaning.

The mathematics curriculum is a carefully designed five-year curriculum to support a seamless transition from primary (KS2) and empower all students to achieve their best GCSE grade possible.

A set of ‘Mastering Maths @ Pittville’ classroom norms have been developed based on the national NCETM Teaching for Mastery five Big Ideas and principles. These norms provide the framework to support lesson design across the Faculty to ensure all students have the same mathematical experience and they are also shared with students in each classroom. Faculty staff are committed to supporting and challenging each other through the process of collaborative planning and all teachers have dedicated time to facilitate this important process.

Lessons are designed to have a high level of teacher-student and student-student interaction where all students in the class are thinking about, working on and discussing the same mathematical content. Challenge and the opportunity to deepen understanding of the key mathematical ideas is provided for all through rich and sophisticated problems rather than acceleration through new content.

We also recognise that purposeful practice is a vital part of learning and we aim for the practice in maths lessons to be intelligent in order to develop students’ conceptual understanding and to encourage reasoning and mathematical thinking. We also value deliberate practice in the additional KS3 Toolkit lessons and home learning. These ensure key facts such as number facts (including multiplication tables), formulae and relevant theorems, as well as key algebraic techniques, are learnt and practiced regularly in order to avoid cognitive overload in the working memory. This helps students to focus on new ideas and concepts.

How can parents support their child in maths?

Please talk to your child about the mathematics they are learning at school and encourage them to explain their understanding of the ideas to you.

Research shows that statements such as 'I was never any good at maths', 'I don't have a maths brain', etc have an immediate negative impact on the progress of learners. Statements such as 'I had to work hard to understand maths' help foster a positive #YesUCan mindset.

We have class sets of calculators for use during lessons but if you would like to purchase a calculator for personal use within the classroom or for homework we recommend any model of Casio Classwiz or the Logik LK83XP. We have stock in school of the Logik calculator which can be ordered through ParentPay.